Summary for:
Preschool Teachers, Except Special EducationDescription:
Instruct children (normally up to 5 years of age) in activities designed to promote social, physical, and intellectual growth needed for primary school in preschool, day care center, or other child development facility. May be required to hold State certification.Sample of reported job titles:
Sample of reported job titles: Teacher, Preschool Teacher, Lead Teacher, Pre-K Teacher (Pre-Kindergarten Teacher), Group Teacher, Early Childhood Teacher, Headstart Teacher, Toddler Teacher, Head Teacher, Associate Teacher
Tasks | Knowledge | Skills | Abilities | Activites | Experience | Example | Education | Work Style | Work Values | Related Jobs | Wage | Employment | Expected Growth | Expected Need
Tasks:
- Provide a variety of materials and resources for children to explore, manipulate and use, both in learning activities and in imaginative play.
- Attend to children's basic needs by feeding them, dressing them, and changing their diapers.
- Teach basic skills such as color, shape, number and letter recognition, personal hygiene, and social skills.
- Establish and enforce rules for behavior, and procedures for maintaining order.
- Read books to entire classes or to small groups.
- Organize and lead activities designed to promote physical, mental and social development, such as games, arts and crafts, music, storytelling, and field trips.
- Observe and evaluate children's performance, behavior, social development, and physical health.
- identify children showing signs of emotional, developmental, or health-related problems, and discuss them with supervisors, parents or guardians, and child development specialists.
- Meet with parents and guardians to discuss their children's progress and needs, determine their priorities for their children, and suggest ways that they can promote learning and development.
- Enforce all administration policies and rules governing students.
Knowledge:
| Oral Expression ó The ability to communicate information and ideas in speaking so others will understand. |
| Speech Clarity ó The ability to speak clearly so others can understand you. |
| Problem Sensitivity ó The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. |
| Speech Recognition ó The ability to identify and understand the speech of another person. |
| Oral Comprehension ó The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Originality ó The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. |
| Fluency of ideas ó The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). |
| Deductive Reasoning ó The ability to apply general rules to specific problems to produce answers that make sense. |
| Written Comprehension ó The ability to read and understand information and ideas presented in writing. |
| Written Expression ó The ability to communicate information and ideas in writing so others will understand. |
Skills:
| Assisting and Caring for Others ó Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. |
| Thinking Creatively ó Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Communicating with Supervisors, Peers, or Subordinates ó Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Establishing and Maintaining Interpersonal Relationships ó Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Getting Information ó Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Organizing, Planning, and Prioritizing Work ó Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Resolving Conflicts and Negotiating with Others ó Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. |
| Making Decisions and Solving Problems ó Analyzing information and evaluating results to choose the best solution and solve problems. |
| Training and Teaching Others ó identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Evaluating Information to Determine Compliance with Standards ó Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. |
Abilities:
| Contact With Others ó How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
| Work With Work Group or Team ó How important is it to work with others in a group or team in this job? |
| Physical Proximity ó To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
| Face-to-Face Discussions ó How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Freedom to Make Decisions ó How much decision making freedom, without supervision, does the job offer? |
| Structured versus Unstructured Work ó To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
| Spend Time Standing ó How much does this job require standing? |
| Telephone ó How often do you have telephone conversations in this job? |
| Coordinate or Lead Others ó How important is it to coordinate or lead others in accomplishing work activities in this job? |
| Impact of Decisions on Co-workers or Company Results ó How do the decisions an employee makes impact the results of co-workers, clients or the company? |
Work Activities:
| Title | Job Zone Three: Medium Preparation Needed |
| Overall Experience | Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job. |
| Job Training | Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. |
| Job Zone Examples | These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include funeral directors, electricians, forest and conservation technicians, legal secretaries, interviewers, and insurance sales agents. |
| SVP Range | (6.0 to < 7.0) |
| Education | Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree. Some may require a bachelor's degree. |
Work Style:
| 21-1091.00 | Health Educators  |
| 21-1093.00 | Social and Human Service Assistants |
| 25-2012.00 | Kindergarten Teachers, Except Special Education |
| 25-2021.00 | Elementary School Teachers, Except Special Education |
| 29-2051.00 | Dietetic Technicians |
| 29-2091.00 | Orthotists and Prosthetists |
| 39-9021.00 | Personal and Home Care Aides |
| 39-9032.00 | Recreation Workers |
Much faster than average (21% or higher)