Profesores de Jardin de Infantes
Educación y FormaciónExposición a la IA
- 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
- 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
Grupo primario de la CIUO-08 — todas las ocupaciones con ese código reciben este valor
Calculado por este sitio, no publicado por la OIT: de las 1012 ocupaciones que este sitio vincula al conjunto de datos de la OIT, un 82% alcanza o supera este valor.
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 expuestas| Task | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Guide and counsel students with adjustment or academic problems or special academic interests.25-2012 | 0.030075.0 | 0.00000.0 |
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.25-2012 | 0.010025.0 | 0.00000.0 |
Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.25-2012 | 0.00000.0 | —0 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.25-2012 | 0.00000.0 | —0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.25-2012 | 0.00000.0 | —0 |
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.25-2012 | 0.00000.0 | —0 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.25-2012 | 0.00000.0 | —0 |
| Not observed on any surface — 30 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. | ||
Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills. | —0 | —0 |
Establish and enforce rules for behavior and policies and procedures to maintain order among students. | —0 | —0 |
Observe and evaluate children's performance, behavior, social development, and physical health. | —0 | —0 |
Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests. | —0 | —0 |
Read books to entire classes or to small groups. | —0 | —0 |
Demonstrate activities to children. | —0 | —0 |
Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | —0 | —0 |
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | —0 | —0 |
Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | —0 | —0 |
Establish clear objectives for all lessons, units, and projects and communicate those objectives to children. | —0 | —0 |
Prepare and implement remedial programs for students requiring extra help. | —0 | —0 |
Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs. | —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 |
Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them. | —0 | —0 |
Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations. | —0 | —0 |
Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety. | —0 | —0 |
Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs. | —0 | —0 |
Prepare, administer, and grade tests and assignments to evaluate children's progress. | —0 | —0 |
Meet with other professionals to discuss individual students' needs and progress. | —0 | —0 |
Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills. | —0 | —0 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | —0 | —0 |
Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | —0 | —0 |
Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs. | —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 |
Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play. | —0 | —0 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | —0 | —0 |
Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. | —0 | —0 |
Attend staff meetings and serve on committees as required. | —0 | —0 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | —0 | —0 |
Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | —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 | βE1 + 0.5 × E2 |
|---|---|
Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations.O*NET Task ID 6517 | 1.0 |
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.O*NET Task ID 6526 | 1.0 |
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 6505 | 0.5 |
Establish clear objectives for all lessons, units, and projects and communicate those objectives to children.O*NET Task ID 6508 | 0.5 |
Prepare and implement remedial programs for students requiring extra help.O*NET Task ID 6509 | 0.5 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.O*NET Task ID 6512 | 0.5 |
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 6515 | 0.5 |
Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs.O*NET Task ID 6519 | 0.5 |
Prepare, administer, and grade tests and assignments to evaluate children's progress.O*NET Task ID 6520 | 0.5 |
Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills.O*NET Task ID 6522 | 0.5 |
Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills.O*NET Task ID 6498 | 0.0 |
Establish and enforce rules for behavior and policies and procedures to maintain order among students.O*NET Task ID 6499 | 0.0 |
Observe and evaluate children's performance, behavior, social development, and physical health.O*NET Task ID 6500 | 0.0 |
Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests.O*NET Task ID 6501 | 0.0 |
Read books to entire classes or to small groups.O*NET Task ID 6502 | 0.0 |
Demonstrate activities to children.O*NET Task ID 6503 | 0.0 |
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 6504 | 0.0 |
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.O*NET Task ID 6506 | 0.0 |
Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.O*NET Task ID 6507 | 0.0 |
Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs.O*NET Task ID 6510 | 0.0 |
Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.O*NET Task ID 6511 | 0.0 |
Guide and counsel students with adjustment or academic problems or special academic interests.O*NET Task ID 6513 | 0.0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.O*NET Task ID 6514 | 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 6516 | 0.0 |
Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety.O*NET Task ID 6518 | 0.0 |
Meet with other professionals to discuss individual students' needs and progress.O*NET Task ID 6521 | 0.0 |
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.O*NET Task ID 6524 | 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 6528 | 0.0 |
Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play.O*NET Task ID 6529 | 0.0 |
Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.O*NET Task ID 6531 | 0.0 |
Attend staff meetings and serve on committees as required.O*NET Task ID 6532 | 0.0 |
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.O*NET Task ID 6534 | 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