Kindergarten Teachers, Except Special Education
Educational Instruction and Library Occupations- O*NET-SOC コード
- 25-2012.00
Teach academic and social skills to kindergarten students.
- データ出典: BLS公表時点: 2026-08
中程度· 相対
低い4段階の相対区分非常に高い職業群単位の値
尺度・母数・出典
4段階の相対区分（低い / 中程度 / 高い / 非常に高い）
BLS雇用見通し表の詳細職業831件が母数。値は NEM(全国雇用マトリクス)コード単位で付与されるため、同じ NEM コードの職業は同じバンドになります
- データ出典: Anthropic公表時点: 2026-03
0.000
0.000ここに掲載された値の範囲0.745尺度・母数・出典
観測エクスポージャー指数、公開されたまま0–1
O*NETタスクへの対応づけが基準
SOC 2018の職業単位で公表された値で、同じSOC 2018コードを持つO*NET職業はすべてこの値になります
- データ出典: ILO公表時点: 2025
0.21
0.09ここに掲載された値の範囲0.70職業群単位の値
尺度・母数・出典
生成AI露出度指数、公開されたまま0–1
ISCO-08の細分類（4桁）単位で公表された値です。米国労働統計局（BLS）の公式対応表（ISCO-08→2010 SOC、2010 SOC→2018 SOC）を公表どおり適用してこの職業に結び付けており、対応は全部または一部です
この出典がどのような性格の値か
BLSの区分は絶対水準ではなく相対順位であり、一次測定でもありません。複数の既存研究が付けた職業別パーセンタイル順位を4段階にまとめた値です。雇用や賃金の予測でもなく、導入確率でもなく、自動化と増強を区別しません。
Task-level exposure
非表示の作業 36 件を表示評価済みタスク 37 件 · β ≥ 0.5 のタスク 15 件（40.5%）
β = 直接的な露出（E1）+ 0.5 × ツール利用時の露出（E2）。原典リポジトリの定義に従います。
- 原典の単位：O*NET 27.2 のタスク → O*NET 31.0 の職業コード
- 評価済みタスクはすべて O*NET 31.0 のタスク一覧にあります。
- 出典
- OpenAI "GPTs are GPTs" exposure rubric
- 版
- gh-main-0471612
- ライセンス
- MIT License, Copyright (c) 2024 OpenAI
| Task (O*NET 30.2) | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Guide and counsel students with adjustment or academic problems or special academic interests.25-2012.00 | 0.0300100.0 | 0.00000.0 |
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 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 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.O*NET Task ID 6523 | 0.5 |
Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs.O*NET Task ID 6525 | 0.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.O*NET Task ID 6527 | 0.5 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.O*NET Task ID 6530 | 0.5 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.O*NET Task ID 6533 | 0.5 |
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
O*NET 31.0 のタスク全件（37件）
この職業の O*NET 31.0 のタスク全件（英語原文、種別はコア・補足）。露出値はこの一覧には載せず、上の表で各出典が用いた O*NET 版の文言の横にあります。
| タスク（O*NET 31.0） | 種類 |
|---|---|
| Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills. | コア |
| Establish and enforce rules for behavior and policies and procedures to maintain order among students. | コア |
| Observe and evaluate children's performance, behavior, social development, and physical health. | コア |
| Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests. | コア |
| Read books to entire classes or to small groups. | コア |
| Demonstrate activities to children. | コア |
| Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | コア |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | コア |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | コア |
| Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | コア |
| Establish clear objectives for all lessons, units, and projects and communicate those objectives to children. | コア |
| Prepare and implement remedial programs for students requiring extra help. | コア |
| Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs. | コア |
| Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling. | コア |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | コア |
| Guide and counsel students with adjustment or academic problems or special academic interests. | コア |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | コア |
| Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists. | コア |
| Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them. | コア |
| Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations. | コア |
| Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety. | コア |
| Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs. | コア |
| Prepare, administer, and grade tests and assignments to evaluate children's progress. | コア |
| Meet with other professionals to discuss individual students' needs and progress. | コア |
| Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills. | コア |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | コア |
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | コア |
| Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs. | コア |
| Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. | コア |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | コア |
| Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities. | コア |
| Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play. | コア |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | コア |
| Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. | コア |
| Attend staff meetings and serve on committees as required. | コア |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | コア |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | 補足 |
0.13/ 3· ロボット露出指数
尺度・母数・出典
身体的なタスクそれぞれに、実際に導入・販売・実演されたロボットがこなせる環境に応じて 0–3 の等級を付け（0 不可 · 1 フェンスで囲われた機械セルや瓶詰めラインのようなロボット専用設備 · 2 病院の薬剤部やコンテナ港のような管理された施設 · 3 一般家庭や建設現場のような非定型の環境）、勤務時間に占める割合で平均した値
この職業の O*NET 29.3 タスクのうち身体的なタスクが対象
等級と時間の割合は Anthropic が Claude Opus 5（ウェブ検索）で推定しました（2026年時点）。
ロボット露出指数は、このサイトの AI 露出度とは別の指標であり、足し合わせたり比べたりすることはできません。実際の導入やコスト競争力を示すものではなく、0 には身体的なタスクのない職業も含まれます。
身体的なタスクごとの等級
ロボット環境等級（E0–E3）
E0 ロボット不可詳細
実際に導入・販売・実演されたロボットでは、ロボット専用設備でもこなせないと評価
E1 ロボット専用設備詳細
フェンスで囲われた機械セルや瓶詰めラインのように、機械を中心に作られた設備でこなせると評価
E2 管理された施設詳細
病院の薬剤部やコンテナ港のように、機関が作業基準を保っている人の作業施設でこなせると評価
E3 非定型の環境詳細
一般家庭や建設現場のように、作業基準を保つ機関がない環境でこなせると評価
身体的なタスクに分類されたタスクのみを掲載しています。その他のタスクには出典で等級がないため載せていません。
| タスク（O*NET 29.3） | ロボット環境等級 |
|---|---|
| Demonstrate activities to children. | E1 ロボット専用設備 |
| Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | E1 ロボット専用設備 |
| 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 ロボット不可 |
| Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling. | E0 ロボット不可 |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | E0 ロボット不可 |
| Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them. | E0 ロボット不可 |
| Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety. | E1 ロボット専用設備 |
| Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills. | E1 ロボット専用設備 |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | E0 ロボット不可 |
| Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities. | E0 ロボット不可 |
| Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. | E0 ロボット不可 |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | E1 ロボット専用設備 |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | E1 ロボット専用設備 |
職業情報
雇用見通し（BLS）
- 雇用者数、2025
- 111K
- 雇用者数見通し、2035
- 111K
- 変化率 (2025–35)
- -0.3%
- 年間賃金の中央値、2025
- $62,680
- 入職時に通常必要な学歴
- Bachelor's degree
韓国職業分類との対応（KSCO）
AI Changing Work が作成した Korea Occupation Direct Crosswalk v1.1 現行版の対応です。関係の値は O*NET-SOC 職業の側から読みます。
| KSCO コード | KSCO 名称 | 関係 | 状態 |
|---|---|---|---|
| 26300 | 유치원 교사 | 範囲が同じ | 確定 |
関係と状態の定義(kr-direct v1.1)
ILO（国際労働機関）の職業説明
以下のISCO-08職業群は、AI Changing Workが米国労働統計局（BLS）の発行するクロスウォーク（2018 SOC→2010 SOC、2010 SOC→ISCO-08）を個別の選択なしにそのまま適用して、この職業に結び付けたものです。結び付きは全体的な対応の場合も部分的な対応の場合もあります。
- ISCO-08 2342Early Childhood Educators
幼児教育の教員
出典: 総務省「国際標準職業分類（ISCO）2008年改定版（仮訳）分類項目名一覧（和英対照）」— 原著：ILO ISCO-08 © International Labour Organization（日本語訳は総務省がILOの許可を得て作成）
以下の定義・作業・職業例は、この職業ではなく、当該ISCO-08職業群についてのILOによる説明です。
Early childhood educators promote the social, physical, and intellectual development of children below primary school age through the provision of educational and play activities
作業
- (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.
職業例
Early childhood educator · Pre-school teacher
Sources: ILO ISCO-08 — details: Credits
ESCO 職業語彙
以下の各項目は、公開されているESCO-O*NET Crosswalk（バージョン1、2022年）で、この職業と一つずつ対応付けられたものです。対応の種類はそのクロスウォークによるもので、表現はAI Changing Workによるものです。
- early years teacherESCO 2342.1範囲が同じ
Early years teachers instruct students, primarily young children, in basic subjects and creative play with the aim of developing their social and intellectual skills in an informal way in preparation for future formal learning. They create lesson plans, possibly in accordance with a fixed curriculum, for an entire class or smaller groups and test the students on the content. These lesson plans, based on basic subjects, can include the instruction of number, letter, and colour recognition, days of the week, categorisation of animals and transport vehicles etc. Early years teachers also supervise students outside the classroom on school grounds and enforce rules of behaviour there as well.
- Freinet school teacherESCO 2342.2この職業のほうが広い
Freinet school teachers educate students using approaches that reflect the Freinet philosophy and principles. They focus on enquiry-based, democracy-implementing and cooperative learning methods. They adhere to a specific curriculum that incorporates these learning methods through which students use trial and error practices in order to develop their own interests in a democratic, self-government context. Freinet school teachers also encourage students to practically create products and provide services in and outside of class, usually handcrafted or personally initiated, implementing the 'pedagogy of work' theory. They manage and evaluate all the students separately according to the Freinet school philosophy.
- Montessori school teacherESCO 2342.3この職業のほうが広い
Montessori school teachers educate students using approaches that reflect the Montessori philosophy and principles. They focus on constructivist and "learning through discovery" teaching models, through which they encourage students to learn from first-hand experience rather than through direct instruction and thus provide the students with a relatively high level of freedom. They adhere to a specific curriculum that respects the students' natural, physical, social and psychological development. Montessori school teachers also teach classes with students differing up to three years in age in rather large groups, manage, and evaluate all the students separately according to the Montessori school philosophy.
出典: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
ライセンス: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
フランス職業分類との対応（ROME）
この職業と ROME 4.0 の職業票（fiche）との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。「暫定」と表示した対応は、同じモデル系列（Claude）の二人の判定者による判定のみ、またはその判定に運営者の規則を適用して採用したものであり、確定した対応より根拠が弱くなります。
| ROME コード | ROME 名称（フランス語） | 関係 |
|---|---|---|
| K2106 | Professeur / Professeure des écoles | この職業のほうが狭い暫定 |
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)
スペイン職業分類との対応（CNO-11）
この職業と CNO-11 の職業との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。
| CNO-11 コード | CNO-11 名称（スペイン語） | 関係 |
|---|---|---|
| 2251 | Maestros de educación infantil | この職業のほうが狭い |
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)
ドイツ職業分類との対応（KldB）
この職業と KldB の職業との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。
| KldB コード | KldB 名称（ドイツ語） | 関係 |
|---|---|---|
| 83113 | Berufe in der Kinderbetreuung und -erziehung - komplexe Spezialistentätigkeiten | 重なるが同じではない |
| 84114 | Lehrkräfte in der Primarstufe - hoch komplexe Tätigkeiten | 関連（対応ではない） |
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)
日本職業分類との対応（JSCO）
この職業と JSCO の職業との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。
| JSCO コード | JSCO 名称（日本語） | 関係 |
|---|---|---|
| 191 | 幼稚園教員 | この職業のほうが狭い |
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)
このページのデータの出典・ライセンスと AI Changing Work による改変・翻訳の告知：クレジットと出典