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Childcare Workers

SOC 39-9011.00Job Zone 2 · Some Preparation

Attend to children at schools, businesses, private households, and childcare institutions. Perform a variety of tasks, such as dressing, feeding, bathing, and overseeing play.

Context coveredLicensed daycare centers, home-based childcare, after-school programs, faith-based and corporate childcare; teacher's aide through lead caregiver / center director assistant.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Daily routines (drop-off, morning circle, snack, nap, activities, pickup) — execute per the lesson plan under a lead caregiver's review.
  2. Diapering and toileting routines — perform per facility hygiene and developmentally-appropriate practice.
  3. Hand-washing and sanitation routines — model and supervise consistently across the day.
  4. Allergy and dietary-restriction protocols — apply reliably at every meal and snack.
  5. Daily-log entries (food intake, naps, diapers, incidents) — record accurately for each child.
  6. Drop-off and pickup procedures (authorized-pickup verification) — execute consistently.
  7. Mandatory-reporter awareness — recognize indicators and report to the lead immediately.
  8. Common-sense first aid (cuts, bumps, splinters) — apply per facility protocol with lead-caregiver oversight.
  9. Developmentally-appropriate interactions for the assigned age range — model under lead-caregiver guidance.
  10. Classroom routines (transitions, cleanup, group management) — support the lead caregiver in execution.
Developing
Mid-level / Established
  1. A small group of children (8-12) for blocks of the day — lead activities without lead-caregiver presence.
  2. Lesson-plan activities — execute reliably across art, language, gross-motor, and music blocks.
  3. Behavior guidance (redirection, positive reinforcement, scaffolded conflict resolution) — apply consistently.
  4. Family communications at drop-off and pickup — handle routine updates and route concerns to the lead.
  5. Common medical events (head bumps, allergic reactions, asthma) — recognize and respond per protocol.
  6. Lesson-plan input and activity prep — contribute to the team's weekly plan.
  7. Newer assistants and substitutes — orient on routines and class-specific needs.
  8. Health-and-safety inspections — prepare the classroom on routine cycles.
  9. Developmental observations on individual children — document accurately for the lead caregiver.
  10. Naptime coverage solo — manage the classroom safely during the rest period.
Proficient
Senior / Expert IC
  1. Lead-caregiver responsibility for a classroom — own routines, lesson plans, and family communications.
  2. Curriculum implementation (Reggio, HighScope, Creative Curriculum, etc.) — execute the program with fidelity.
  3. Developmental assessments and parent-conference reports — produce on the program's cycle.
  4. Behavior plans for individual children — design and execute with parents and the director.
  5. Children with developmental delays or IEP/IFSP services — accommodate per the support plan.
  6. Family relationships across the school year — develop trust and partnership.
  7. Newer lead caregivers and assistants — mentor on technique, classroom culture, and child development.
  8. Difficult family conversations (behavior concerns, developmental flags) — handle with sensitivity and partnership.
  9. Classroom inventory and supply orders — manage within budget.
  10. Program-level quality and accreditation (NAEYC, state QRIS) — contribute classroom-level evidence.
Advanced
Lead / Principal / Executive
  1. Center-level program quality — own as assistant director or program coordinator.
  2. Curriculum design and adoption across classrooms — lead with the director.
  3. Hiring, training, and coaching of lead caregivers — shape the center's teaching team.
  4. Accreditation and state-licensing readiness — own across the program.
  5. Family-engagement programs (parent education, family events) — design and lead.
  6. Quality-improvement projects (assessment alignment, equity work, inclusion practice) — drive at program level.
  7. Mentor caregivers across the field through credential programs (CDA, AA-ECE) — develop the pipeline.
  8. Crisis events (family emergencies, child-protection concerns, weather closures) — lead with composure.
  9. Center culture and educator practice — shape through standards, rituals, and example.
  10. Career pathways into early-childhood teaching, family services, or center leadership — sponsor for the team.

AI-at-Work Competency Framework

Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

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  1. Emerging
  2. Developing
  3. Proficient
  4. Advanced
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Pathsmith™ Durable Skills Framework

Sources:Pathsmith™ Durable SkillsPathsmith™ Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Show O*NET source anchors51 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
Child Care Worker · After School Coordinator · After School Counselor · Attendant · Baby Attendant · Baby Sitter · Before and After School Daycare Worker · Boarding Mother · Care Provider · Caregiver · Child Attendant · Child Care Aide
RAPIDS apprenticeships
0232 · Child Care Worker
O*NET skills
MonitoringService OrientationSocial PerceptivenessActive ListeningSpeakingCritical ThinkingCoordinationReading ComprehensionActive LearningLearning StrategiesInstructingComplex Problem SolvingJudgment and Decision MakingWriting
Knowledge domains
Customer and Personal ServiceEnglish LanguageEducation and TrainingPublic Safety and SecurityPsychology
Abilities
Oral ComprehensionOral ExpressionProblem SensitivitySpeech RecognitionWritten ComprehensionDeductive ReasoningFar VisionSpeech ClarityWritten ExpressionFluency of Ideas
Work styles
EmpathyDependabilityCooperationOptimismSocial OrientationIntegrity
Technology
Computer based training softwareProject management softwareOffice suite softwareWord processing softwareMulti-media educational softwareCalendar and scheduling softwareDesktop communications softwareInternet browser software
Tasks · seed anchors for statements
  1. Maintain a safe play environment.
  2. Observe and monitor children's play activities.
  3. Communicate with children's parents or guardians about daily activities, behaviors, and related issues.
  4. Support children's emotional and social development, encouraging understanding of others and positive self-concepts.
  5. Care for children in institutional setting, such as group homes, nursery schools, private businesses, or schools for people with disabilities.
  6. Sanitize toys and play equipment.
  7. Dress children and change diapers.
  8. Keep records on individual children, including daily observations and information about activities, meals served, and medications administered.
CIP education codes
19.070619.070919.0711

Sources: O*NET v30.2 (CC BY 4.0), SkillsCrosswalk.com, LER.me®, Anthropic Economic Index, SAFI (Jadhav & Danve, 2026), WEF Skills Taxonomy 2021, Pathsmith™ Durable Skills Framework. © 2026 EBSCOed.