Preschool Teachers, Except Special Education
Educational Instruction and Library Occupations- Código O*NET-SOC
- 25-2011.00
Instruct preschool-aged students, following curricula or lesson plans, in activities designed to promote social, physical, and intellectual growth.
- Fuente de datos: BLSPublicado: 2026-08
Moderado· relativa
BajoCuatro bandas relativasMuy altoValor por grupo ocupacional
Escala, base y fuente
Cuatro bandas relativas (Bajo / Moderado / Alto / Muy alto)
831 ocupaciones detalladas de la tabla de proyecciones de empleo de BLS. El valor se asigna por código de la National Employment Matrix (NEM), de modo que las ocupaciones que comparten un código NEM reciben la misma banda
- Fuente de datos: AnthropicPublicado: 2026-03
0,000
0,000Rango de los valores aquí recogidos0,745Escala, base y fuente
Índice de exposición observada, 0–1 tal como se publica
Mapeado sobre tareas de O*NET
Publicado por ocupación SOC 2018; toda ocupación O*NET con el mismo código SOC 2018 recibe este valor
- Fuente de datos: ILOPublicado: 2025
0,21
0,09Rango de los valores aquí recogidos0,70Valor por grupo ocupacional
Escala, base y fuente
Índice de exposición a la IA generativa, 0–1 tal como se publica
Publicado por grupo primario ISCO-08. Vinculado a esta ocupación, total o parcialmente, aplicando tal como se publicaron las tablas de correspondencia de la U.S. Bureau of Labor Statistics (ISCO-08 a SOC 2010, SOC 2010 a SOC 2018)
Qué tipo de cifra publica esta fuente
La categoría de BLS es un rango relativo, no un nivel absoluto, y tampoco es una medición de primera mano: agrupa en cuatro bandas los rangos percentiles de la ocupación en varios estudios publicados. No es una previsión de empleo ni de salarios, no es una probabilidad de adopción y no distingue entre automatización y aumento.
Task-level exposure
Solo tareas expuestas34 tareas evaluadas · 13 tareas con β ≥ 0,5 (38,2%)
β = exposición directa (E1) + 0,5 × exposición con herramientas disponibles (E2), según la definición del repositorio de origen.
- Unidad de origen: tareas de O*NET 27.2 → código de ocupación de O*NET 31.0
- Todas las tareas puntuadas figuran en la lista de tareas de O*NET 31.0.
- Fuente
- OpenAI "GPTs are GPTs" exposure rubric
- Versión
- gh-main-0471612
- Licencia
- MIT License, Copyright (c) 2024 OpenAI
| Task (O*NET 20.1) | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Prepare materials and classrooms for class activities.25-2011.00 | 0.022124.1 | 0.004622.1 |
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.25-2011.00 | 0.019921.7 | 0.011152.9 |
Adapt teaching methods and instructional materials to meet students' varying needs and interests.25-2011.00 | 0.014716.0 | 0.005225.0 |
Collaborate with other teachers and administrators in the development, evaluation, and revision of preschool programs.25-2011.00 | 0.009210.0 | —0 |
Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, storytelling, and field trips.25-2011.00 | 0.00495.3 | —0 |
Prepare reports on students and activities as required by administration.25-2011.00 | 0.00454.9 | —0 |
Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills.25-2011.00 | 0.00323.5 | —0 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.25-2011.00 | 0.00303.3 | —0 |
Meet with other professionals to discuss individual students' needs and progress.25-2011.00 | 0.00252.7 | —0 |
Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.25-2011.00 | 0.00242.6 | —0 |
Read books to entire classes or to small groups.25-2011.00 | 0.00192.1 | —0 |
Observe and evaluate children's performance, behavior, social development, and physical health.25-2011.00 | 0.00182.0 | —0 |
Prepare and implement remedial programs for students requiring extra help.25-2011.00 | 0.00171.9 | —0 |
| Not observed on any surface — 21 task(s) — These tasks have no row in the source for this release. The 0 in the share row is a display-stage composition ratio; absence is what the — in the raw row states. | ||
Attend to children's basic needs by feeding them, dressing them, and changing their diapers. | —0 | —0 |
Establish and enforce rules for behavior and procedures for maintaining order. | —0 | —0 |
Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists. | —0 | —0 |
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. | —0 | —0 |
Enforce all administration policies and rules governing students. | —0 | —0 |
Teach proper eating habits and personal hygiene. | —0 | —0 |
Serve meals and snacks in accordance with nutritional guidelines. | —0 | —0 |
Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them. | —0 | —0 |
Establish clear objectives for all lessons, units, and projects and communicate those objectives to children. | —0 | —0 |
Demonstrate activities to children. | —0 | —0 |
Arrange indoor and outdoor space to facilitate creative play, motor-skill activities, and safety. | —0 | —0 |
Maintain accurate and complete student records as required by laws, district policies, and administrative regulations. | —0 | —0 |
Organize and label materials and display students' work in a manner appropriate for their ages and perceptual skills. | —0 | —0 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | —0 | —0 |
Attend staff meetings and serve on committees as required. | —0 | —0 |
Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities. | —0 | —0 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | —0 | —0 |
Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | —0 | —0 |
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | —0 | —0 |
Perform administrative duties, such as hall and cafeteria monitoring and bus loading and unloading. | —0 | —0 |
Administer tests to help determine children's developmental levels, needs, and potential. | —0 | —0 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task (O*NET 27.2) | βE1 + 0.5 × E2 |
|---|---|
Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.O*NET Task ID 6482 | 1.0 |
Prepare reports on students and activities as required by administration.O*NET Task ID 6483 | 1.0 |
Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists.O*NET Task ID 6471 | 0.5 |
Adapt teaching methods and instructional materials to meet students' varying needs and interests.O*NET Task ID 6478 | 0.5 |
Establish clear objectives for all lessons, units, and projects and communicate those objectives to children.O*NET Task ID 6479 | 0.5 |
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.O*NET Task ID 6484 | 0.5 |
Organize and label materials and display students' work in a manner appropriate for their ages and perceptual skills.O*NET Task ID 6485 | 0.5 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.O*NET Task ID 6486 | 0.5 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.O*NET Task ID 6487 | 0.5 |
Collaborate with other teachers and administrators in the development, evaluation, and revision of preschool programs.O*NET Task ID 6489 | 0.5 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.O*NET Task ID 6493 | 0.5 |
Administer tests to help determine children's developmental levels, needs, and potential.O*NET Task ID 6496 | 0.5 |
Prepare and implement remedial programs for students requiring extra help.O*NET Task ID 6497 | 0.5 |
Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.O*NET Task ID 6464 | 0.0 |
Attend to children's basic needs by feeding them, dressing them, and changing their diapers.O*NET Task ID 6465 | 0.0 |
Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills.O*NET Task ID 6466 | 0.0 |
Establish and enforce rules for behavior and procedures for maintaining order.O*NET Task ID 6467 | 0.0 |
Read books to entire classes or to small groups.O*NET Task ID 6468 | 0.0 |
Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, storytelling, and field trips.O*NET Task ID 6469 | 0.0 |
Observe and evaluate children's performance, behavior, social development, and physical health.O*NET Task ID 6470 | 0.0 |
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.O*NET Task ID 6472 | 0.0 |
Enforce all administration policies and rules governing students.O*NET Task ID 6473 | 0.0 |
Prepare materials and classrooms for class activities.O*NET Task ID 6474 | 0.0 |
Teach proper eating habits and personal hygiene.O*NET Task ID 6475 | 0.0 |
Serve meals and snacks in accordance with nutritional guidelines.O*NET Task ID 6476 | 0.0 |
Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them.O*NET Task ID 6477 | 0.0 |
Demonstrate activities to children.O*NET Task ID 6480 | 0.0 |
Arrange indoor and outdoor space to facilitate creative play, motor-skill activities, and safety.O*NET Task ID 6481 | 0.0 |
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.O*NET Task ID 6488 | 0.0 |
Attend staff meetings and serve on committees as required.O*NET Task ID 6490 | 0.0 |
Meet with other professionals to discuss individual students' needs and progress.O*NET Task ID 6491 | 0.0 |
Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities.O*NET Task ID 6492 | 0.0 |
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.O*NET Task ID 6494 | 0.0 |
Perform administrative duties, such as hall and cafeteria monitoring and bus loading and unloading.O*NET Task ID 6495 | 0.0 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page
Todas las tareas de O*NET 31.0 (34)
Todas las tareas de O*NET 31.0 de esta ocupación (en inglés, tal como se publicaron; tipo de tarea principal o complementaria). Los valores de exposición no figuran en esta lista; están en la tabla de arriba, junto a cada tarea con la redacción de la versión de O*NET que usó cada fuente.
| Tarea (O*NET 31.0) | Tipo |
|---|---|
| Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | Principal |
| Attend to children's basic needs by feeding them, dressing them, and changing their diapers. | Principal |
| Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills. | Principal |
| Establish and enforce rules for behavior and procedures for maintaining order. | Principal |
| Read books to entire classes or to small groups. | Principal |
| Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, storytelling, and field trips. | Principal |
| Observe and evaluate children's performance, behavior, social development, and physical health. | Principal |
| Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists. | Principal |
| 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. | Principal |
| Enforce all administration policies and rules governing students. | Principal |
| Prepare materials and classrooms for class activities. | Principal |
| Teach proper eating habits and personal hygiene. | Principal |
| Serve meals and snacks in accordance with nutritional guidelines. | Principal |
| Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them. | Principal |
| Adapt teaching methods and instructional materials to meet students' varying needs and interests. | Principal |
| Establish clear objectives for all lessons, units, and projects and communicate those objectives to children. | Principal |
| Demonstrate activities to children. | Principal |
| Arrange indoor and outdoor space to facilitate creative play, motor-skill activities, and safety. | Principal |
| Maintain accurate and complete student records as required by laws, district policies, and administrative regulations. | Principal |
| Prepare reports on students and activities as required by administration. | Principal |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | Principal |
| Organize and label materials and display students' work in a manner appropriate for their ages and perceptual skills. | Principal |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | Principal |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | Principal |
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | Principal |
| Collaborate with other teachers and administrators in the development, evaluation, and revision of preschool programs. | Principal |
| Attend staff meetings and serve on committees as required. | Principal |
| Meet with other professionals to discuss individual students' needs and progress. | Principal |
| Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities. | Principal |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | Principal |
| Administer tests to help determine children's developmental levels, needs, and potential. | Principal |
| Prepare and implement remedial programs for students requiring extra help. | Principal |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | Complementaria |
| Perform administrative duties, such as hall and cafeteria monitoring and bus loading and unloading. | Complementaria |
0,18/ 3· Índice de exposición a robots
Escala, base y fuente
Cada tarea física se califica de 0 a 3 según el entorno en el que robots ya implantados, vendidos o demostrados podrían realizarla (0 ninguno · 1 entornos diseñados para robots, como una celda de máquinas vallada o una línea de embotellado · 2 instalaciones estructuradas, como una farmacia hospitalaria o un puerto de contenedores · 3 entornos no estructurados, como un hogar particular o una obra de construcción), y las calificaciones se promedian según la proporción del tiempo de trabajo
Tareas físicas entre las tareas O*NET 29.3 de esta ocupación
Anthropic estimó las calificaciones y las proporciones de tiempo con Claude Opus 5 mediante búsqueda web (situación en 2026).
El índice de exposición a robots es una medida distinta de las cifras de exposición a la IA de este sitio y no puede sumarse a ellas ni compararse con ellas. No mide la adopción real ni el coste, y el 0 también incluye ocupaciones sin tareas físicas.
Calificación de cada tarea física
Niveles de entorno robótico (E0–E3)
E0 ningunoDetalles
Calificada como no realizable por robots que se han implantado, vendido o demostrado, ni siquiera en un entorno diseñado para robots
E1 entornos diseñados para robotsDetalles
Calificada como realizable en un entorno construido en torno a la máquina, como una celda de máquinas vallada o una línea de embotellado
E2 instalaciones estructuradasDetalles
Calificada como realizable en una instalación de trabajo de personas que una institución mantiene según un estándar de trabajo, como una farmacia hospitalaria o un puerto de contenedores
E3 entornos no estructuradosDetalles
Calificada como realizable en un entorno que ninguna institución mantiene según un estándar de trabajo, como un hogar particular o una obra de construcción
Solo se enumeran las tareas clasificadas como físicas; las demás tareas no tienen nivel en la fuente.
| Tarea (O*NET 29.3) | Nivel de entorno robótico |
|---|---|
| Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | E1 entornos diseñados para robots |
| Attend to children's basic needs by feeding them, dressing them, and changing their diapers. | E0 ninguno |
| Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills. | E0 ninguno |
| Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, storytelling, and field trips. | E0 ninguno |
| Prepare materials and classrooms for class activities. | E1 entornos diseñados para robots |
| Teach proper eating habits and personal hygiene. | E0 ninguno |
| Serve meals and snacks in accordance with nutritional guidelines. | E0 ninguno |
| Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them. | E0 ninguno |
| Demonstrate activities to children. | E1 entornos diseñados para robots |
| Arrange indoor and outdoor space to facilitate creative play, motor-skill activities, and safety. | E1 entornos diseñados para robots |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | E0 ninguno |
| Organize and label materials and display students' work in a manner appropriate for their ages and perceptual skills. | E1 entornos diseñados para robots |
| Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities. | E0 ninguno |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | E1 entornos diseñados para robots |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | E0 ninguno |
| Perform administrative duties, such as hall and cafeteria monitoring and bus loading and unloading. | E0 ninguno |
Información ocupacional
Perspectivas de empleo (BLS)
- Empleo, 2025
- 583K
- Empleo proyectado, 2035
- 609K
- Variación (2025–35)
- +4,5%
- Salario anual mediano, 2025
- $38.140
- Formación habitual para acceder
- Associate's degree
Vínculos con la clasificación coreana (KSCO)
Vínculos de la versión vigente de Korea Occupation Direct Crosswalk v1.1, elaborado por AI Changing Work. Los valores de relación se leen desde la ocupación O*NET-SOC.
| Código KSCO | Nombre KSCO | Relación | Estado |
|---|---|---|---|
| 25100 | 보육교사 | Esta ocupación es más amplia | confirmado |
| 26300 | 유치원 교사 | Esta ocupación es más amplia | confirmado |
Definiciones de relación y estado(kr-direct v1.1)
Descripción ocupacional de la OIT
AI Changing Work vincula a esta ocupación los grupos primarios de la ISCO-08 que figuran abajo aplicando, tal como se publicaron, las tablas de correspondencia de la Oficina de Estadísticas Laborales de EE. UU. (BLS) (SOC 2018 a SOC 2010, SOC 2010 a ISCO-08), sin selección caso por caso; cada vínculo puede ser total o parcial.
- ISCO-08 2342Early Childhood Educators
Maestros preescolares
La definición, las tareas y los ejemplos que siguen son la descripción que hace la OIT de ese grupo primario, no de esta ocupación.
Early childhood educators promote the social, physical, and intellectual development of children below primary school age through the provision of educational and play activities
Tareas
- (a) planning and organizing individual and group activities designed to facilitate the development of children's motor skills, cooperative and social skills, confidence and understanding;
- (b) promoting language development through story-telling, role-play, songs, rhymes and informal conversations and discussions;
- (c) leading children in activities that provide opportunities for creative expression through the media of art, dramatic play, music and physical fitness;
- (d) observing children in order to evaluate progress and to detect signs of developmental, emotional or health related problems;
- (e) observing and assessing nutritional health, welfare and safety needs of students and identifying factors which may impede students' progress;
- (f) supervising children's activities to ensure safety and resolve conflicts;
- (g) guiding and assisting children in the development of proper eating, dressing and toilet habits;
- (h) discussing progress or problems of children with parents and other staff members and identifying appropriate actions and referrals to other services;
- (i) establishing and maintaining collaborative relationships with other service providers working with young children.
Ocupaciones de ejemplo
Early childhood educator · Pre-school teacher
Sources: ILO ISCO-08 — details: Credits
Vocabulario ocupacional ESCO
Cada entrada de abajo está emparejada con esta ocupación en el ESCO-O*NET Crosswalk publicado (versión 1, 2022). Los tipos de correspondencia son los de esa tabla; la redacción es de AI Changing Work.
- maestro de educación infantil/maestra de educación infantilESCO 2342.1Esta ocupación es más estrecha
Los maestros de educación infantil enseñan al alumnado —principalmente niños y niñas de corta edad— en asignaturas básicas y juegos creativos con el objetivo de desarrollar sus habilidades sociales y capacidades intelectuales de manera informal y con vistas al futuro aprendizaje formal. Elaboran planes de clase, posiblemente de acuerdo con un plan de estudios fijo, para toda una clase o grupos más pequeños y evalúan el progreso de los alumnos mediante pruebas sobre el contenido de las clases. Estos planes de clase, basados en asignaturas básicas, pueden incluir la enseñanza de números, letras, los colores, los días de la semana, la clasificación de los animales y los vehículos de transporte, etc. Los profesores también supervisan a los estudiantes fuera del aula y hacen cumplir las normas de comportamiento en todo el recinto escolar.
- auxiliar de educación infantilESCO 5312.1Esta ocupación es más amplia
Los auxiliares de educación infantil apoyan a los profesores de educación infantil en centros de educación infantil. Ayudan en la clase, contribuyen a supervisar las aulas, en ausencia del maestro, y en la organización, el desarrollo y la puesta en práctica de la programación diaria. Los auxiliares de educación infantil, supervisan y ayudan a los estudiantes del grupo, así como individualmente, y tienden a centrarse en los estudiantes que necesitan cuidados extraordinarios y atención que los profesores de educación infantil no pueden prestar.
- profesor de colegio Freinet/profesora de colegio FreinetESCO 2342.2Esta ocupación es más amplia
Los profesores de colegio Freinet enseñan al alumnado utilizando planteamientos que reflejan la filosofía y los principios de Freinet. Se centran en métodos de aprendizaje basados en la investigación, la implementación de la democracia y la cooperación. Se adhieren a un plan de estudios específico que incorpora estos métodos de aprendizaje a través de los cuales los estudiantes utilizan prácticas de ensayo y error para desarrollar sus propios intereses en un contexto democrático y de autogobierno. También animan al alumnado a crear productos de forma práctica y a prestar servicios dentro y fuera del aula —generalmente hechos a mano o resultado de una iniciativa personal—, poniendo en práctica la teoría de la «pedagogía del trabajo». Gestionan y evalúan a todos los alumnos por separado de acuerdo con la filosofía de Freinet.
- profesor de colegio Montessori/profesora de colegio MontessoriESCO 2342.3Esta ocupación es más amplia
Los profesores de colegio Montessori enseñan al alumnado utilizando planteamientos que reflejan la filosofía y los principios de Montessori. Se centran en modelos de enseñanza constructivista y en el «aprendizaje a través del descubrimiento», mediante los cuales animan al alumnado a aprender experimentando en vez de a través de instrucciones directas y, por tanto, les proporcionan un grado relativamente alto de libertad. Se adhieren a un plan de estudios específico que respeta el desarrollo natural, físico, social y psicológico de los estudiantes. También imparten clases con alumnos con una diferencia de edad de hasta tres años en grupos bastante grandes, gestionan y evalúan a todos los alumnos por separado según la filosofía de Montessori.
- profesor de colegio Steiner/profesora de colegio SteinerESCO 2341.1.1Esta ocupación es más amplia
Los profesores de colegio Steiner forman a los alumnos mediante planteamientos que reflejan la filosofía y los principios de (Waldorf) Steiner. Se centran en actividades prácticas al elaborar los planes de estudios e imparten sus clases de manera que se haga hincapié en el desarrollo de las capacidades sociales, creativas y artísticas del alumnado. Las asignaturas son similares a las de la enseñanza reglada, aunque utilizando un enfoque diferente, y con la excepción de que dan una mayor cantidad de clases centradas en teoría y práctica creativa y artística. Utilizan técnicas de enseñanza basadas en la filosofía de (Waldorf) Steiner, evalúan los avances de los estudiantes en el aprendizaje y colaboran con el resto del personal del centro.
Fuente: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
Licencia: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
Vínculos con la clasificación francesa (ROME)
Vínculos entre esta ocupación y fichas ROME 4.0, establecidos por AI Changing Work con modelos de IA. Las relaciones se leen desde el lado de esta ocupación. Los vínculos marcados como «provisional» se adoptaron basándose únicamente en los juicios de dos evaluadores de la misma familia de modelos (Claude), o mediante una regla del operador aplicada a esos juicios, por lo que se sustentan en evidencia más débil que los vínculos confirmados.
| Código ROME | Denominación ROME (francés) | Relación |
|---|---|---|
| K1202 | Educateur / Educatrice de jeunes enfants | Se solapan, no son igualesprovisional |
| K1307 | Animateur / Animatrice petite enfance | Relacionada, no equivalenteprovisional |
| K2106 | Professeur / Professeure des écoles | Relacionada, no equivalenteprovisional |
Source: France Travail — Répertoire Opérationnel des Métiers et des Emplois (ROME 4.0), version 61, last updated 15 June 2026 (https://www.data.gouv.fr/datasets/repertoire-operationnel-des-metiers-et-des-emplois-rome). Licence Ouverte 2.0.
ROME codes and titles are reproduced unchanged; the links to O*NET-SOC occupations are AI Changing Work's own judgment and are not a France Travail correspondence.
(AI Changing Work link release: fr-direct v1)
Vínculos con la clasificación española (CNO-11)
Vínculos entre esta ocupación y ocupaciones CNO-11, establecidos por AI Changing Work con modelos de IA. Las relaciones se leen desde el lado de esta ocupación.
| Código CNO-11 | Denominación CNO-11 (español) | Relación |
|---|---|---|
| 2251 | Maestros de educación infantil | Esta ocupación es más amplia |
| 2252 | Técnicos en educación infantil | Esta ocupación es más amplia |
| 5721 | Cuidadores de niños en guarderías y centros educativos | Relacionada, no equivalente |
Source: Instituto Nacional de Estadística (INE), National Classification of Occupations 2011 (CNO-11, Royal Decree 1591/2010) — www.ine.es · Licensed CC BY 4.0. CNO-11 codes and Spanish titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not an INE correspondence.
(AI Changing Work link release: es-direct v1)
Vínculos con la clasificación alemana (KldB)
Vínculos entre esta ocupación y ocupaciones KldB, establecidos por AI Changing Work con modelos de IA. Las relaciones se leen desde el lado de esta ocupación.
| Código KldB | Denominación KldB (alemán) | Relación |
|---|---|---|
| 83113 | Berufe in der Kinderbetreuung und -erziehung - komplexe Spezialistentätigkeiten | Esta ocupación es más estrechaprovisional |
| 83112 | Berufe in der Kinderbetreuung und -erziehung - fachlich ausgerichtete Tätigkeiten | Relacionada, no equivalenteprovisional |
Source: © Statistik der Bundesagentur für Arbeit — Klassifikation der Berufe 2010 – überarbeitete Fassung 2020, https://statistik.arbeitsagentur.de. KldB codes and titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own mapping (eigene Zuordnung) and are not a Bundesagentur für Arbeit correspondence.
(AI Changing Work link release: de-direct v1)
Vínculos con la clasificación japonesa (JSCO)
Vínculos entre esta ocupación y ocupaciones JSCO, establecidos por AI Changing Work con modelos de IA. Las relaciones se leen desde el lado de esta ocupación.
| Código JSCO | Denominación JSCO (japonés) | Relación |
|---|---|---|
| 191 | 幼稚園教員 | Esta ocupación es más ampliaprovisional |
| 163 | 保育士 | Se solapan, no son igualesprovisional |
Source: Ministry of Internal Affairs and Communications (MIC), Japan Standard Occupational Classification (Dec. 2009, MIC Notification No. 555). JSCO codes and Japanese titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not a MIC correspondence.
(AI Changing Work link release: jp-direct v1)
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