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- Version:
- OaSIS 2022 Version 1.0
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Overview
Example job titles
- Child care worker - daycare
- Early childhood supervisor
Main duties
This group performs some or all of the following duties:
- Develop and implement child-care programs that support and promote the physical, cognitive, emotional and social development of children
- Lead activities by telling or reading stories, teaching songs, taking children to local points of interest and providing opportunities to express creativity through the media of art, dramatic play, music and physical activity
- Plan and maintain an environment that protects the health, security and well-being of children
- Assess the abilities, interests and needs of children and discuss progress or problems with parents and other staff members
- Observe children for signs of potential learning or behavioural problems and prepare reports for parents, guardians or supervisor
- Guide and assist children in the development of proper eating, dressing and toilet habits
- Establish and maintain collaborative relationships with co-workers and community service providers working with children
- May plan and organize activities for school-age children in child-care programs before and after regular school hours
- May supervise and coordinate activities of other early childhood educators and early childhood educator assistants.
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 school and kindergarten teachers (41221)
- Child-care centre administrator (in 40030.00 Managers in social, community and correctional services)
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
42202.01 – Early childhood educatorsWork 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 a two- to four-year college program in early childhood education or a bachelor's degree in child development is required.
- Licensing is required in Ontario and certification is required in British Columbia for early childhood educators. Licensing for early childhood educators is usually required in all other provinces and territories.
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: SEI
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.
Enterprising (E)
Enterprising occupations are characterized by the dominance of activities that entail the interaction with others to attain organizational or self-interest goals. They frequently involve starting up and carrying out projects, influencing, leading or mobilizing people and making decisions, and sometimes require risk taking and dealing with business. They foster enterprising competencies and achievements. Workers in those occupations are audacious, popular, self-confident, sociable, and possess leadership and speaking abilities. They see the world in terms of power, status, responsibility, and in stereotyped, dependent, and simple terms. They are rewarded in their work environment for the display of enterprising values and goals: money, power and status.
Investigative (I)
Investigative occupations are characterized by the dominance of activities that entail the observation and symbolic, systematic, and creative investigation of physical, biological, or cultural phenomena. These occupations require an extensive amount of thinking and frequently involve working with ideas, searching for facts, and figuring out problems mentally. They encourage scientific competencies and achievements. Workers in those occupations are erudite, have mathematical and scientific abilities, and see the world in complex, abstract, independent, and original terms. They are rewarded in their work environment for the display of scientific 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.