# Kindergarten Teachers, Except Special Education

> Teach academic and social skills to kindergarten students.

- **SOC code:** 25-2012.00
- **Canonical URL:** https://singulariki.com/roles/role-25-2012-00
- **Also known as:** Bilingual Kindergarten Teacher, Classroom Teacher, Kinder Teacher, Teacher, Educator, Instructor, Kindergarten Classroom Teacher, Title One Kindergarten Teacher
- **Frame:** "AI exposure" means task overlap (how codifiable the work is), not jobs lost or a forecast. Every figure below is traced to a named public dataset.

## What this work is

**Core tasks** (O*NET):
- Establish and enforce rules for behavior and policies and procedures to maintain order among students.
- Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
- Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests.
- Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills.
- Demonstrate activities to children.
- Read books to entire classes or to small groups.
- Guide and counsel students with adjustment or academic problems or special academic interests.
- Observe and evaluate children's performance, behavior, social development, and physical health.
- Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
- Prepare and implement remedial programs for students requiring extra help.
- Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists.
- Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations.

## Skills, tools, capabilities

**Knowledge, skills & abilities** (O*NET, highest importance first):
- Education and Training _(knowledge)_
- English Language _(knowledge)_
- Social Perceptiveness _(transferable_skill)_
- Instructing _(transferable_skill)_
- Oral Expression _(ability)_
- Active Listening _(essential_skill)_
- Speaking _(essential_skill)_
- Learning Strategies _(essential_skill)_
- Monitoring _(essential_skill)_
- Written Comprehension _(ability)_
- Psychology _(knowledge)_
- Reading Comprehension _(essential_skill)_

**Skills in demand:**
- English Language _(Common Skill)_
- Social Perceptiveness _(Common Skill)_
- Instructing _(Specialized Skill)_
- Learning Strategies _(Specialized Skill)_
- Active Listening _(Common Skill)_
- Psychology _(Specialized Skill)_
- Reading Comprehension _(Common Skill)_
- Mathematics _(Common Skill)_
- Time Management _(Common Skill)_
- Speech Recognition _(Specialized Skill)_
- Inductive Reasoning _(Common Skill)_
- Deductive Reasoning _(Common Skill)_

**Tools & technology:**
- Microsoft Excel _(hot technology)_
- Microsoft Office software _(hot technology)_
- Microsoft Outlook _(hot technology)_
- Microsoft PowerPoint _(hot technology)_
- Microsoft Word _(hot technology)_
- Bloomz
- Children's educational software
- Padlet
- Seesaw

## AI exposure & outlook

- **AI task-overlap index:** 53rd percentile (Moderate) across all occupations — composite of current-era exposure studies (ai-exposure-index-v1).
- **Overall AI exposure (Felten et al.):** 57th percentile (Moderate) — source: felten_aioe.
- **LLM task exposure, γ (OpenAI / Eloundou):** 38th percentile (Moderate) — source: eloundou_gamma.
- **AI assistant applicability (Microsoft):** 67th percentile (High) — source: microsoft_applicability.
- **Frey–Osborne (2013, historical computerization estimate):** 31st percentile — kept separate from current-era studies.
- **Remote-capable (Dingel–Neiman):** yes — task structure, not who actually works remote.
- **Projected employment (BLS 2024–34):** -1.6% growth (Declining); 12.8k annual openings; 117.2k → 115.2k jobs.
- **Pay & employment (BLS OEWS, May 2024):** median $61,430; 114,410 employed.

## How people actually use AI here

Anthropic Economic Index — measured AI conversations mapped to this occupation's tasks:

- **Automation vs augmentation:** 33% automation, 54% augmentation (usage-weighted).
- **Autonomy median:** 4.0 (higher = AI acts more independently).
- **Dominant collaboration mode:** directive.

**Tasks most handed to AI here:**
- Use computers, audio-visual aids, and other equipment and materials to supplement presentations. _(5.7% of measured AI use; learning)_
- Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. _(2.0% of measured AI use; directive)_
- Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. _(1.8% of measured AI use; directive)_
- Guide and counsel students with adjustment or academic problems or special academic interests. _(1.0% of measured AI use; task iteration)_
- Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling. _(0.8% of measured AI use; directive)_
- Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs. _(0.4% of measured AI use; task iteration)_
- Prepare, administer, and grade tests and assignments to evaluate children's progress. _(0.3% of measured AI use; directive)_
- Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills. _(0.3% of measured AI use)_

**Example prompts (honest phrasings of the tasks above — starting points, not endorsed instructions):**
- Help me use computers, audio-visual aids, and other equipment and materials to supplement presentations.
- Help me plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
- Help me prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
- Help me guide and counsel students with adjustment or academic problems or special academic interests.
- Help me organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.

## Sources

- **O*NET** (30.3) — U.S. Department of Labor / National Center for O*NET Development. https://www.onetcenter.org/database.html
- **BLS Occupational Employment and Wage Statistics (OEWS)** (May 2024) — U.S. Bureau of Labor Statistics. https://www.bls.gov/oes/
- **BLS Employment Projections** (2024–2034) — U.S. Bureau of Labor Statistics. https://www.bls.gov/emp/
- **Anthropic Economic Index** (v4 (2026-01-15) + v2 (2025-03-27)) — Anthropic. https://www.anthropic.com/economic-index
- **Microsoft “Working with AI”** (working-with-ai) — Microsoft Research. https://www.microsoft.com/en-us/research/
- **“GPTs are GPTs” (Eloundou et al.)** (arXiv 2303.10130) — OpenAI / academic. https://arxiv.org/abs/2303.10130
- **AI Occupational Exposure (AIOE)** (Felten, Raj & Seamans) — academic. https://github.com/AIOE-Data/AIOE
- **Frey & Osborne (2013)** (frey-osborne-automation) — academic. https://www.oxfordmartin.ox.ac.uk/publications/the-future-of-employment/
- **Dingel & Neiman (2020)** (dingel-neiman-workathome) — academic. https://github.com/jdingel/DingelNeiman-workathome

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_Generated from Singulariki's joined dataset; data snapshot 2026-06-02T21:00:32.945303+00:00. https://singulariki.com/roles/role-25-2012-00_