Professores de Jardim de Infancia
Educação e TreinamentoExposição à IA
- Fonte dos dados: BLSPublicado: 2026-08
Moderado· relativa
BaixoQuatro faixas relativasMuito altoValor por grupo ocupacional
Escala, base e fonte
Quatro faixas relativas (Baixo / Moderado / Alto / Muito alto)
831 ocupações detalhadas da tabela de projeções de emprego do BLS. O valor é atribuído por código da National Employment Matrix (NEM), pelo que as ocupações que partilham um código NEM recebem a mesma banda
- Fonte dos dados: AnthropicPublicado: 2026-03
0.000
0.000Intervalo dos valores aqui apresentados0.745Escala, base e fonte
Índice de exposição observada, 0–1 tal como publicado
Mapeado sobre tarefas O*NET
- Fonte dos dados: ILOPublicado: 2025
0.21
0.09Intervalo dos valores aqui apresentados0.70Valor por grupo ocupacional
Escala, base e fonte
Índice de exposição à IA generativa, 0–1 tal como publicado
Grupo de base CITP-08 — todas as ocupações com o mesmo código recebem este valor
Calculado por este site, não publicado pela OIT: das 1.012 ocupações que este site liga ao conjunto de dados da OIT, 82% atingem ou superam este valor.
Que tipo de valor esta fonte publica
A categoria de BLS é uma posição relativa, não um nível absoluto, e também não é uma medição de primeira mão: agrupa em quatro faixas as posições percentis da ocupação em vários estudos publicados. Não é uma previsão de emprego ou de salários, não é uma probabilidade de adoção e não distingue automação de aumento.
Task-level exposure
Apenas tarefas expostas| Task | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.25-2012 | 0.032049.8 | 0.007048.9 |
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 | 0.014422.4 | 0.007351.1 |
Guide and counsel students with adjustment or academic problems or special academic interests.25-2012 | 0.00477.2 | —0 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.25-2012 | 0.00396.1 | —0 |
Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.25-2012 | 0.00314.8 | —0 |
Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills.25-2012 | 0.00294.5 | —0 |
Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety.25-2012 | 0.00182.7 | —0 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.25-2012 | 0.00162.4 | —0 |
| Not observed on any surface — 29 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. | ||
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 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | —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 |
Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs. | —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 |
Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | —0 | —0 |
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. | —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 |
Prepare, administer, and grade tests and assignments to evaluate children's progress. | —0 | —0 |
Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs. | —0 | —0 |
Provide disabled students 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