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- Version:
- OaSIS 2022 Version 1.0
Search the OaSIS
Overview
Example job titles
- Child care worker assistant
- Daycare helper
Main duties
This group performs some or all of the following duties:
- Support early childhood educators in carrying out programs that promote the physical, cognitive, emotional and social development of children
- Engage children in activities by telling stories, teaching songs and preparing crafts
- Prepare snacks and arrange rooms or furniture for lunch and rest periods
- Assist with proper eating, dressing and toilet habits
- Submit written observations on children to early childhood educators or supervisors
- Maintain daycare equipment and assist in housekeeping and cooking duties
- Attend staff meetings to discuss progress and problems of children
- May assist early childhood educators or supervisors in keeping records.
Additional information
- Progression to senior positions, such as daycare supervisor, is possible with several years of experience or with experience and advanced ECE qualification levels.
Similar occupations classified elsewhere
Exclusions:
- Elementary and secondary school teacher assistants (43100)
NOC hierarchy breakdown
NOC version
NOC 2021 Version 1.0Broad occupational category
4 – Occupations in education, law and social, community and government servicesTEER
2 – Occupations usually require a college diploma or apprenticeship training of two or more years; or supervisory occupationsMajor group
42 – Front-line public protection services and paraprofessional occupations in legal, social, community, education servicesSub-major group
422 – Paraprofessional occupations in legal, social, community and education servicesMinor group
4220 – Paraprofessional occupations in legal, social, community and education servicesUnit group
42202 – Early childhood educators and assistantsOccupational profile
42202.02 – Early childhood educator assistantsWork characteristics
This section outlines the key elements of each occupation’s work environment, including the type of work done, its location, and the setting. There are three categories included in this section:
- Work Activities: describes common tasks undertaken by occupations, grouped into physical, mental, people-oriented, or information gathering activities
- Work Context: highlights key descriptors of the occupation’s setting, such as the physical work environment, physical demands, and the types of interactions with others
- Workplaces/employers: lists common industries or types of companies where the occupation is typically found
The most important descriptors are displayed, in descending order based first on complexity (for Work Activities) or other measurement dimensions (for Work Context) and then alphabetically. Expand the list to present the full list of descriptors and their ratings by selecting “see more”.
Work Activities
General types of work-related activities.
Workplaces/employers
- Centres for exceptional children
- Child-care centres
- Day-care centres
- Kindergartens
Work Context
Structural Job Characteristics
Physical Work Environment
Physical Demands
Interpersonal Relations
Skills and abilities
This section outlines the competencies required for an occupation in the categories of:
- Abilities: innate or developed aptitudes that enable a person to be able to perform expected tasks in this occupation, grouped into cognitive, psychomotor, sensory, and physical abilities
- Skills: developed capabilities that an individual must have to be effective in this occupation, grouped into foundational, analytical, technical, resource management, or interpersonal skills
- Personal Attributes: personal characteristics that are innate or developed through social context and personal experiences
Each category displays up to five descriptors, in descending order based first on proficiency level (for Skills and Abilities) or importance (for Personal Attributes) and then alphabetically. Expand the list to present the full list of descriptors and their ratings by selecting “see more”.
Abilities
Innate and developed aptitudes that facilitate the acquisition of knowledge and skills to carry out expected work.
Skills
Developed capabilities that an individual must have to be effective in a job, role, function, task or duty.
Personal Attributes
Personal characteristics that are innate and developed through the social context and personal experiences to which the individual is exposed. These qualities influence the way one is and does things and are considered to be valuable assets for work performance.
Employment requirements
Employment requirements include the education, training, certifications, and knowledge needed for each occupation. The Knowledge category displays up to five descriptors, in descending order based first on the knowledge level and then alphabetically. Expand the list to present the full list of descriptors and their ratings by selecting “see more”.
Education, certification and licensing
- Completion of secondary school is required.
- Experience in child care is required.
- Completion of an early childhood education assistant certificate program or post-secondary courses in early childhood education may be required.
- Licensing by a provincial or territorial association as an early childhood educator may be required.
Skills for Success
The Skills for Success (SFS) is a model that outlines the fundamental and transferable skills needed to learn, work, and fully participate in daily life. It includes skills descriptions and proficiency levels for nine key skills: adaptability, collaboration, communication, creativity and innovation, digital, numeracy, problem solving, reading and writing.
This section is intended to help users navigate between the SFS model and the occupational competency requirements in the OaSIS.
For each occupational profile, the nine SFS are aligned with corresponding competencies in the OaSIS. The OaSIS provides valuable insights into the level of proficiency or importance required for over 240 competencies across 900 occupations.
To find out how the OaSIS ratings were developed, please consult the methodology here: Occupational and Skills Information System (OaSIS) methodology - Canada.ca
For questions or comments, feel free to contact us.
Interests
The OaSIS uses the Holland Codes to describe work-related interests. According to the Holland model, people perform best in work environments that match their preferences, meaning individuals and occupations can be matched for an optimal fit. In this model, occupational environments are categorized based on a combination of primary interests and related activities. There are six interests in the Holland typology: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. Each occupation in the OaSIS is assigned up to three of these interest types.
Interests
Preferences for work environments and outcomes.
Interests profile: SRA
Social (S)
Social occupations are characterized by the dominance of activities that entail the interaction with others to inform, train, develop, cure, or enlighten. These occupations often require helping or providing service to others and frequently involve working with, communicating with, and teaching people. They foster social competencies and achievements. Workers in those occupations like to help others, understand others, and are cooperative and social. They see the world in flexible terms. They are rewarded in their work environment for the display of social values.
Realistic (R)
Realistic occupations are characterized by the dominance of activities that entail the explicit, ordered, or systematic manipulation of objects, tools, machines, and animals. Many of these occupations do not involve a lot of paperwork or working closely with others. They foster technical competencies and achievements. Workers in these occupations have mechanical abilities, and see the world in simple, tangible, and traditional terms. They are rewarded in their work environment with the display of conventional values and goods: money, power, and possessions.
Artistic (A)
Artistic occupations are characterized by the dominance of free activities to create art products. These occupations frequently involve working with forms, designs, and patterns and often require self-expression and the accomplishment of work without following a clear set of rules. They foster artistic competencies and achievements. Workers in those occupations are expressive, original, intuitive, nonconforming, and independent. They have artistic abilities (acting, writing, speaking) and see the world in complex, independent, unconventional, and flexible terms. They are rewarded in their work environment for the display of artistic values.
This page includes information from the O*NET 27.2 Database by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA). Used under the CC BY 4.0 license. O*NET® is a trademark of USDOL/ETA. Employment and Social Development Canada has modified all or some of this information. USDOL/ETA has not approved, endorsed, or tested these modifications.