Ontario Skills Passport
Layout structure
header
Header structure
header
navigation
Display Noc
OSP Occupational Profile

OSP Occupational Profile

Print Occupational Profile

Display page browsing back option list
Display page browsing back option list <<Back
Display Noc Details
NOC Code: NOC Code: 4214 Occupation: Early Childhood Educator Assistants
Occupation Description: Occupation Description:
Early childhood educator assistants supervise pre-school children in day-care centres and nursery schools, and under the supervision of an early childhood educator, they lead children in activities to stimulate and develop their intellectual, physical and emotional growth. They are employed in day-care centres and nursery schools. Early childhood educator assistants supervise pre-school children in day-care centres and nursery schools, and under the supervision of an early childhood educator, they lead children in activities to stimulate and develop their intellectual, physical and emotional growth. They are employed in day-care centres and nursery schools.

  • Click on any of the Essential Skills to view sample workplace tasks for this occupation.
  • Skill levels are assigned to tasks: Level 1 tasks are the least complex and level 4 or 5 tasks (depending upon the specific skill) are the most complex. Skill levels are associated with workplace tasks and not the workers performing these tasks.
  • Scroll down the page to get information on career planning, education and training, and employment and volunteer opportunities.

Table will display the Skill Level for the Noc specified
Essential Skills Essential Skills Levels
Reading Text Reading Text 1 2 3
Writing Writing 1 2
Document Use Document Use 1 2 3
Computer Use Computer Use 1 2
Oral Communication Oral Communication 1 2
Money Math Money Math 1 2
Scheduling or Budgeting and Accounting Scheduling or Budgeting and Accounting 1
Measurement and Calculation Measurement and Calculation 1
Data Analysis Data Analysis 1
Numerical Estimation Numerical Estimation 1
Job Task Planning and Organizing Job Task Planning and Organizing 1 2
Decision Making Decision Making 1 2 3
Problem Solving Problem Solving 1 2
Finding Information Finding Information 1 2


  • The skill levels represented in the above chart illustrate the full range of sample tasks performed by experienced workers and not individuals preparing for or entering this occupation for the first time.
  • Note that some occupational profiles do not include all Numeracy and Thinking Essential Skills.

If you would like to print a copy of the chart and sample tasks, click on the "Print Occupational Profile" button at the top of the page.


Reading Text
  • Read notes from parents which may describe the medicine a child is taking or provide information, such as that a different parent is taking the child home. (1)
  • Read pamphlets from the Public Health Office about viruses in the area, in order to watch for symptoms and answer parents' questions. (2)
  • Read stories to the children during story time. (2)
  • Read information on enrolment forms of new children, such as behavioural or medical information. (2)
  • Read a communication log which includes information on the activities of the previous day, children's behaviour and children who are ill. (2)
  • Read books and magazines to find activity ideas which are appropriate for the children's level of development. (2)
  • Read ministry guidelines on provincial child-care policies, covering topics such as, operating a nursery or handling emergencies. This information may be used to answer parents' questions. (3)
  • Review manuals stating the philosophy and procedures of the day-care centre or school. (3)
Back to Top

Writing
  • Write reminder notes about specific duties or information about specific children. (1)
  • Print words or sentences on paper or chalkboards when teaching or to help a child. (1)
  • Write in a communication log or staff book. (1)
  • Write lists of supplies that are needed. (1)
  • Record an event or accident by describing the context, events leading up to the situation, what happened, an assessment of the situation and the action taken. (2)
Back to Top

Document Use
  • Complete attendance forms and timesheet for hours worked or lists. (1)
  • Read lists, such as emergency contact lists, kitchen recycling lists and allergy lists. (1)
  • Recognize Workplace Hazardous Materials Information System (WHMIS) symbols on products used in the day care. (1)
  • Read labels on infant formula. (1)
  • Read activity schedules, to organize and keep track of children's activities, and read a snack schedule, to see what to prepare for the snack. (2)
  • Use pictures as teaching aids. (2)
  • Recognize common angles to teach shapes to children or when doing crafts. (2)
  • Read forms completed by parents, such as authorization forms, which include information on who is allowed to pick up specific children from the day-care, and enrolment forms that provide medical and emergency information. (2)
  • Complete accident report forms when accidents occur. (3)
Back to Top

Computer Use
  • Use word processing. For example, write letters to the children's parents. (2)
  • Use a database. For example, record information about children's activities. (2)
  • Use other computer applications. For example, use educational software to help children learn the alphabet. (2)
Back to Top

Oral Communication
  • Interact with the supervisor to discuss problems, hours of work or changes in programs, and to receive suggestions. (1)
  • Call suppliers to arrange deliveries. (1)
  • Speak with parents to inform them of their children's activities, progress and behaviour, to answer questions, to provide reassurance and suggestions and to receive information about the children's health or other issues. (1)
  • Observe and listen to children while they play to observe how well they interact. (1)
  • Attend parent meetings to discuss topics such as field trips, staff evaluations, enrolment and conferences. Present information on conferences and seminars as required. (2)
  • Participate in meetings with co-workers to generate ideas, to set the curriculum, to discuss children's progress and to allocate tasks. (2)
  • Interact with children to teach, help and comfort them. (2)
  • Interact with co-workers to learn and to inform others about children's progress and activities and to plan joint activities for several groups. (2)
Back to Top

Money Math
  • Collect money from parents for activities or field trips and provide change and receipts. (1)
  • Calculate the cost of supplies needed for activities, considering the number of children, cost per item and taxes. (2)
Back to Top

Scheduling or Budgeting and Accounting
  • Purchase supplies, recording in a book the item, the cost and the amount of change. (1)
Back to Top

Measurement and Calculation
  • Measure heights and weights of children. (1)
  • Count children to keep track of them. (1)
  • Measure quantities of ingredients to cook or the quantity of materials needed to do crafts. (1)
  • Teach basic math skills to children, such as counting, adding, subtracting, multiplying and dividing, using different techniques, such as number games. (1)
  • Measure and record quantities of formula or medication to be given to children. (1)
Back to Top

Data Analysis
  • Use basic comparisons to teach children concepts such as bigger, smaller, more or less. (1)
Back to Top

Numerical Estimation
  • Estimate quantities by sight, such as the amount of stock left or the amount of juice poured into a child's cup. (1)
  • Estimate how many children will participate in an activity to determine the quantity of supplies needed. (1)
Back to Top

Job Task Planning and Organizing
  • Early childhood educator assistants follow plans determined by their supervisors or plan their own day, within the limits of an activity schedule. The order and priority of activities are determined and co-ordinated with other workers. Daily activities are usually organized within an established structure to help the learning process. This means moving children through tasks in a set order. Early childhood educator assistants can change their daily schedule to respond to the needs of children or intervene in emergency situations. (2)
Back to Top

Decision Making
  • Select which activities to do, considering weekly themes, program schedules or the weather. (1)
  • Decide whether the parent should be called when a child appears ill or has been hurt. (2)
  • Decide if toys are safe when setting up a play area for a certain age group. (2)
  • Decide how to handle specific situations, such as whether to remove a child who is creating a disturbance or whether to call a teacher to intervene in a dispute between children. (2)
  • Decide whether to release a child when the person picking up the child is not the person expected. (3)
  • Decide whether a child is mature enough to move into a class with older children. (3)
Back to Top

Problem Solving
  • Provide or obtain medical care, as appropriate, when a child is injured. (2)
  • Try to help children who are withdrawn, shy or aggressive or who have other behavioural problems. (2)
  • There is a conflict or fight between children. Resolve the problem by reasoning, instilling the consequences of breaking rules, making new seating arrangements, offering incentives or introducing a new activity. (2)
  • A child is experiencing separation anxiety at their parent's departure from the day care. Find ways to comfort and distract the child and to help the parent. (2)
  • Children are not co-operating. Find ways to gain their co-operation. (2)
Back to Top

Finding Information
  • Get information from day planner books when substituting for other workers. (1)
  • Refer to teaching aids and arts and crafts books for information about activities for the children or to find resource materials, such as pictures that they can use in presentations to the children. (2)
  • Consult a child's file or the log book for information such as from whom a child may receive visits or whether a particular child has a documented pattern of behaviour. (2)
Back to Top

footer