[Core] [192% incumbents] Sanitize toys and play equipment.
  DWAs: Clean tools or equipment.

[Core] [191% incumbents] Maintain a safe play environment.
  DWAs: Arrange childcare or educational settings to ensure physical safety of children.

[Core] [191% incumbents] Observe and monitor children's play activities.
  DWAs: Monitor activities of individuals to ensure safety or compliance with rules.

[Core] [191% incumbents] Support children's emotional and social development, encouraging understanding of others and positive self-concepts.
  DWAs: Provide counsel, comfort, or encouragement to individuals or families.

[Core] [191% incumbents] Instruct children in health and personal habits, such as eating, resting, and toilet habits.
  DWAs: Teach health or hygiene practices.

[Core] [191% incumbents] Read to children and teach them simple painting, drawing, handicrafts, and songs.
  DWAs: Teach daily living skills or behaviors.

[Core] [191% incumbents] Assist in preparing food and serving meals and refreshments to children.
  DWAs: Prepare foods or meals.

[Core] [190% incumbents] Communicate with children's parents or guardians about daily activities, behaviors, and related issues.
  DWAs: Discuss child development and behavior with parents or guardians.

[Core] [190% incumbents] Dress children and change diapers.
  DWAs: Provide for basic needs of children.

[Core] [190% incumbents] Keep records on individual children, including daily observations and information about activities, meals served, and medications administered.
  DWAs: Maintain client information or service records.

[Core] [190% incumbents] Perform general administrative tasks, such as taking attendance, editing internal paperwork, and making phone calls.
  DWAs: Perform administrative or clerical tasks.

[Core] [190% incumbents] Perform housekeeping duties, such as laundry, cleaning, dish washing, and changing of linens.
  DWAs: Perform housekeeping duties.

[Supplemental] [190% incumbents] Sterilize bottles and prepare formulas.
  DWAs: Clean tools or equipment.

[Core] [189% incumbents] Care for children in institutional setting, such as group homes, nursery schools, private businesses, or schools for people with disabilities.
  DWAs: Assist individuals with special needs.

[Core] [189% incumbents] Organize and store toys and materials to ensure order in activity areas.
  DWAs: Arrange items for use or display.

[Core] [189% incumbents] Regulate children's rest periods.
  DWAs: Develop daily schedules for children or families.

[Core] [188% incumbents] Identify signs of emotional or developmental problems in children and bring them to parents' or guardians' attention.
  DWAs: Monitor health or behavior of people or animals. | Discuss child development and behavior with parents or guardians.

[Core] [188% incumbents] Create developmentally appropriate lesson plans.
  DWAs: Develop educational or training programs.

[Core] [188% incumbents] Discipline children and recommend or initiate other measures to control behavior, such as caring for own clothing and picking up toys and books.
  DWAs: Teach daily living skills or behaviors.

[Core] [188% incumbents] Organize and participate in recreational activities and outings, such as games and field trips.
  DWAs: Organize recreational activities or events.

[Supplemental] [188% incumbents] Perform general personnel functions, such as supervision, training, and scheduling.
  DWAs: Assign duties or work schedules to employees. | Train service staff. | Perform human resources activities.

[Supplemental] [188% incumbents] Accompany children to and from school, on outings, and to medical appointments.
  DWAs: Accompany individuals or groups to activities.

[Supplemental] [187% incumbents] Help children with homework and school work.
  DWAs: Teach daily living skills or behaviors.

[Supplemental] [186% incumbents] Provide care for children with physical, developmental, or mental health disabilities.
  DWAs: Care for patients with mental illnesses.

--- SKILLS ---
  Monitoring (imp:3.50 lvl:3.12) — Monitoring/Assessing performance of yourself, other individuals, or organization
  Active Listening (imp:3.12 lvl:3.00) — Giving full attention to what other people are saying, taking time to understand
  Speaking (imp:3.12 lvl:3.00) — Talking to others to convey information effectively.
  Critical Thinking (imp:3.12 lvl:3.00) — Using logic and reasoning to identify the strengths and weaknesses of alternativ
  Reading Comprehension (imp:3.00 lvl:3.00) — Understanding written sentences and paragraphs in work-related documents.
  Writing (imp:3.00 lvl:2.88) — Communicating effectively in writing as appropriate for the needs of the audienc
  Active Learning (imp:3.00 lvl:3.00) — Understanding the implications of new information for both current and future pr
  Learning Strategies (imp:3.00 lvl:3.12) — Selecting and using training/instructional methods and procedures appropriate fo
  Mathematics (imp:2.12 lvl:1.88) — Using mathematics to solve problems.
  Science (imp:1.12 lvl:0.12) — Using scientific rules and methods to solve problems.

--- KNOWLEDGE ---
  Customer and Personal Service (imp:3.73 lvl:3.95) — Knowledge of principles and processes for providing customer and personal servic
  English Language (imp:3.51 lvl:2.70) — Knowledge of the structure and content of the English language including the mea
  Education and Training (imp:3.36 lvl:2.98) — Knowledge of principles and methods for curriculum and training design, teaching
  Public Safety and Security (imp:3.18 lvl:2.22) — Knowledge of relevant equipment, policies, procedures, and strategies to promote
  Psychology (imp:3.04 lvl:2.63) — Knowledge of human behavior and performance; individual differences in ability, 
  Administration and Management (imp:2.87 lvl:2.05) — Knowledge of business and management principles involved in strategic planning, 
  Personnel and Human Resources (imp:2.60 lvl:1.47) — Knowledge of principles and procedures for personnel recruitment, selection, tra
  Mathematics (imp:2.48 lvl:1.79) — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their appl
  Administrative (imp:2.44 lvl:2.15) — Knowledge of administrative and office procedures and systems such as word proce
  Computers and Electronics (imp:2.18 lvl:2.30) — Knowledge of circuit boards, processors, chips, electronic equipment, and comput
  Sociology and Anthropology (imp:2.18 lvl:1.80) — Knowledge of group behavior and dynamics, societal trends and influences, human 
  Food Production (imp:2.10 lvl:1.41) — Knowledge of techniques and equipment for planting, growing, and harvesting food
  Medicine and Dentistry (imp:2.10 lvl:1.36) — Knowledge of the information and techniques needed to diagnose and treat human i
  Sales and Marketing (imp:2.03 lvl:1.50) — Knowledge of principles and methods for showing, promoting, and selling products
  Production and Processing (imp:2.02 lvl:0.78) — Knowledge of raw materials, production processes, quality control, costs, and ot
  Law and Government (imp:2.02 lvl:1.14) — Knowledge of laws, legal codes, court procedures, precedents, government regulat
  Economics and Accounting (imp:2.01 lvl:0.93) — Knowledge of economic and accounting principles and practices, the financial mar
  Therapy and Counseling (imp:1.97 lvl:1.44) — Knowledge of principles, methods, and procedures for diagnosis, treatment, and r
  Communications and Media (imp:1.87 lvl:1.51) — Knowledge of media production, communication, and dissemination techniques and m
  Philosophy and Theology (imp:1.70 lvl:1.56) — Knowledge of different philosophical systems and religions. This includes their 
  Fine Arts (imp:1.67 lvl:0.73) — Knowledge of the theory and techniques required to compose, produce, and perform
  Engineering and Technology (imp:1.66 lvl:0.76) — Knowledge of the practical application of engineering science and technology. Th
  Chemistry (imp:1.66 lvl:1.37) — Knowledge of the chemical composition, structure, and properties of substances a
  Foreign Language (imp:1.66 lvl:0.70) — Knowledge of the structure and content of a foreign (non-English) language inclu
  Geography (imp:1.62 lvl:1.05) — Knowledge of principles and methods for describing the features of land, sea, an
  Telecommunications (imp:1.52 lvl:0.48) — Knowledge of transmission, broadcasting, switching, control, and operation of te
  History and Archeology (imp:1.46 lvl:0.75) — Knowledge of historical events and their causes, indicators, and effects on civi
  Design (imp:1.43 lvl:0.55) — Knowledge of design techniques, tools, and principles involved in production of 
  Biology (imp:1.37 lvl:0.76) — Knowledge of plant and animal organisms, their tissues, cells, functions, interd
  Transportation (imp:1.34 lvl:0.46) — Knowledge of principles and methods for moving people or goods by air, rail, sea
  Physics (imp:1.22) — Knowledge and prediction of physical principles, laws, their interrelationships,
  Building and Construction (imp:1.15) — Knowledge of materials, methods, and the tools involved in the construction or r
  Mechanical (imp:1.15) — Knowledge of machines and tools, including their designs, uses, repair, and main

--- ABILITIES ---
  Oral Comprehension (imp:3.88 lvl:3.75) — The ability to listen to and understand information and ideas presented through 
  Oral Expression (imp:3.75 lvl:3.50) — The ability to communicate information and ideas in speaking so others will unde
  Problem Sensitivity (imp:3.62 lvl:3.38) — The ability to tell when something is wrong or is likely to go wrong. It does no
  Written Comprehension (imp:3.12 lvl:3.12) — The ability to read and understand information and ideas presented in writing.
  Deductive Reasoning (imp:3.12 lvl:3.00) — The ability to apply general rules to specific problems to produce answers that 
  Far Vision (imp:3.12 lvl:3.00) — The ability to see details at a distance.
  Speech Recognition (imp:3.12 lvl:3.12) — The ability to identify and understand the speech of another person.
  Written Expression (imp:3.00 lvl:3.00) — The ability to communicate information and ideas in writing so others will under
  Fluency of Ideas (imp:3.00 lvl:3.00) — The ability to come up with a number of ideas about a topic (the number of ideas
  Inductive Reasoning (imp:3.00 lvl:3.00) — The ability to combine pieces of information to form general rules or conclusion
  Information Ordering (imp:3.00 lvl:3.00) — The ability to arrange things or actions in a certain order or pattern according
  Category Flexibility (imp:3.00 lvl:2.88) — The ability to generate or use different sets of rules for combining or grouping
  Selective Attention (imp:3.00 lvl:3.12) — The ability to concentrate on a task over a period of time without being distrac
  Time Sharing (imp:3.00 lvl:2.88) — The ability to shift back and forth between two or more activities or sources of
  Near Vision (imp:3.00 lvl:3.00) — The ability to see details at close range (within a few feet of the observer).
  Speech Clarity (imp:3.00 lvl:3.00) — The ability to speak clearly so others can understand you.
  Originality (imp:2.88 lvl:2.88) — The ability to come up with unusual or clever ideas about a given topic or situa
  Flexibility of Closure (imp:2.88 lvl:2.88) — The ability to identify or detect a known pattern (a figure, object, word, or so
  Visualization (imp:2.75 lvl:2.62) — The ability to imagine how something will look after it is moved around or when 
  Extent Flexibility (imp:2.75 lvl:2.62) — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  Memorization (imp:2.62 lvl:2.62) — The ability to remember information such as words, numbers, pictures, and proced
  Speed of Closure (imp:2.62 lvl:2.75) — The ability to quickly make sense of, combine, and organize information into mea
  Perceptual Speed (imp:2.62 lvl:2.38) — The ability to quickly and accurately compare similarities and differences among
  Finger Dexterity (imp:2.62 lvl:2.38) — The ability to make precisely coordinated movements of the fingers of one or bot
  Arm-Hand Steadiness (imp:2.50 lvl:2.62) — The ability to keep your hand and arm steady while moving your arm or while hold
  Visual Color Discrimination (imp:2.50 lvl:2.38) — The ability to match or detect differences between colors, including shades of c
  Static Strength (imp:2.38 lvl:2.25) — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  Trunk Strength (imp:2.38 lvl:2.25) — The ability to use your abdominal and lower back muscles to support part of the 
  Gross Body Coordination (imp:2.25 lvl:2.00) — The ability to coordinate the movement of your arms, legs, and torso together wh
  Auditory Attention (imp:2.25 lvl:2.25) — The ability to focus on a single source of sound in the presence of other distra
  Manual Dexterity (imp:2.12 lvl:2.00) — The ability to quickly move your hand, your hand together with your arm, or your
  Multilimb Coordination (imp:2.12 lvl:2.00) — The ability to coordinate two or more limbs (for example, two arms, two legs, or
  Dynamic Strength (imp:2.12 lvl:1.75) — The ability to exert muscle force repeatedly or continuously over time. This inv
  Stamina (imp:2.12 lvl:2.12) — The ability to exert yourself physically over long periods of time without getti
  Mathematical Reasoning (imp:2.00 lvl:1.88) — The ability to choose the right mathematical methods or formulas to solve a prob
  Number Facility (imp:2.00 lvl:1.88) — The ability to add, subtract, multiply, or divide quickly and correctly.
  Gross Body Equilibrium (imp:2.00 lvl:1.88) — The ability to keep or regain your body balance or stay upright when in an unsta
  Depth Perception (imp:2.00 lvl:1.38) — The ability to judge which of several objects is closer or farther away from you
  Hearing Sensitivity (imp:2.00 lvl:2.00) — The ability to detect or tell the differences between sounds that vary in pitch 
  Speed of Limb Movement (imp:1.75 lvl:0.88) — The ability to quickly move the arms and legs.
  Wrist-Finger Speed (imp:1.38 lvl:0.50) — The ability to make fast, simple, repeated movements of the fingers, hands, and 
  Explosive Strength (imp:1.38 lvl:0.62) — The ability to use short bursts of muscle force to propel oneself (as in jumping
  Spatial Orientation (imp:1.25 lvl:0.25) — The ability to know your location in relation to the environment or to know wher
  Response Orientation (imp:1.12 lvl:0.12) — The ability to choose quickly between two or more movements in response to two o
  Reaction Time (imp:1.12 lvl:0.25) — The ability to quickly respond (with the hand, finger, or foot) to a signal (sou
  Dynamic Flexibility (imp:1.12 lvl:0.25) — The ability to quickly and repeatedly bend, stretch, twist, or reach out with yo
  Sound Localization (imp:1.12 lvl:0.12) — The ability to tell the direction from which a sound originated.
  Control Precision (imp:1.00) — The ability to quickly and repeatedly adjust the controls of a machine or a vehi
  Rate Control (imp:1.00) — The ability to time your movements or the movement of a piece of equipment in an
  Night Vision (imp:1.00) — The ability to see under low-light conditions.
  Peripheral Vision (imp:1.00) — The ability to see objects or movement of objects to one's side when the eyes ar
  Glare Sensitivity (imp:1.00) — The ability to see objects in the presence of a glare or bright lighting.

--- WORK ACTIVITIES ---
  Assisting and Caring for Others (imp:4.19 lvl:4.17) — Providing personal assistance, medical attention, emotional support, or other pe
  Making Decisions and Solving Problems (imp:3.86 lvl:3.05) — Analyzing information and evaluating results to choose the best solution and sol
  Thinking Creatively (imp:3.71 lvl:3.60) — Developing, designing, or creating new applications, ideas, relationships, syste
  Communicating with Supervisors, Peers, or Subordinates (imp:3.68 lvl:2.94) — Providing information to supervisors, co-workers, and subordinates by telephone,
  Getting Information (imp:3.59 lvl:2.61) — Observing, receiving, and otherwise obtaining information from all relevant sour
  Organizing, Planning, and Prioritizing Work (imp:3.42 lvl:3.85) — Developing specific goals and plans to prioritize, organize, and accomplish your
  Resolving Conflicts and Negotiating with Others (imp:3.42 lvl:3.21) — Handling complaints, settling disputes, and resolving grievances and conflicts, 
  Establishing and Maintaining Interpersonal Relationships (imp:3.40 lvl:3.66) — Developing constructive and cooperative working relationships with others, and m
  Identifying Objects, Actions, and Events (imp:3.31 lvl:3.02) — Identifying information by categorizing, estimating, recognizing differences or 
  Performing General Physical Activities (imp:3.28 lvl:3.19) — Performing general physical activities includes doing activities that require co
  Monitoring Processes, Materials, or Surroundings (imp:3.21 lvl:3.35) — Monitoring and reviewing information from materials, events, or the environment,
  Evaluating Information to Determine Compliance with Standards (imp:3.18 lvl:2.48) — Using relevant information and individual judgment to determine whether events o
  Coordinating the Work and Activities of Others (imp:3.18 lvl:2.87) — Getting members of a group to work together to accomplish tasks.
  Documenting/Recording Information (imp:3.17 lvl:2.24) — Entering, transcribing, recording, storing, or maintaining information in writte
  Developing Objectives and Strategies (imp:3.15 lvl:2.72) — Establishing long-range objectives and specifying the strategies and actions to 
  Developing and Building Teams (imp:3.14 lvl:2.57) — Encouraging and building mutual trust, respect, and cooperation among team membe
  Performing for or Working Directly with the Public (imp:3.13 lvl:2.91) — Performing for people or dealing directly with the public. This includes serving
  Updating and Using Relevant Knowledge (imp:3.11 lvl:3.27) — Keeping up-to-date technically and applying new knowledge to your job.
  Inspecting Equipment, Structures, or Materials (imp:3.10 lvl:2.31) — Inspecting equipment, structures, or materials to identify the cause of errors o
  Training and Teaching Others (imp:3.10 lvl:2.57) — Identifying the educational needs of others, developing formal educational or tr
  Scheduling Work and Activities (imp:3.08 lvl:2.43) — Scheduling events, programs, and activities, as well as the work of others.
  Processing Information (imp:2.96 lvl:1.96) — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying
  Communicating with People Outside the Organization (imp:2.91 lvl:2.39) — Communicating with people outside the organization, representing the organizatio
  Judging the Qualities of Objects, Services, or People (imp:2.80 lvl:2.78) — Assessing the value, importance, or quality of things or people.
  Coaching and Developing Others (imp:2.74 lvl:2.34) — Identifying the developmental needs of others and coaching, mentoring, or otherw
  Interpreting the Meaning of Information for Others (imp:2.72 lvl:2.01) — Translating or explaining what information means and how it can be used.
  Guiding, Directing, and Motivating Subordinates (imp:2.71 lvl:1.81) — Providing guidance and direction to subordinates, including setting performance 
  Handling and Moving Objects (imp:2.60 lvl:2.85) — Using hands and arms in handling, installing, positioning, and moving materials,
  Providing Consultation and Advice to Others (imp:2.43 lvl:2.00) — Providing guidance and expert advice to management or other groups on technical,
  Analyzing Data or Information (imp:2.37 lvl:1.76) — Identifying the underlying principles, reasons, or facts of information by break
  Performing Administrative Activities (imp:2.15 lvl:1.59) — Performing day-to-day administrative tasks such as maintaining information files
  Estimating the Quantifiable Characteristics of Products, Events, or Information (imp:2.11 lvl:1.53) — Estimating sizes, distances, and quantities; or determining time, costs, resourc
  Monitoring and Controlling Resources (imp:2.08 lvl:1.71) — Monitoring and controlling resources and overseeing the spending of money.
  Selling or Influencing Others (imp:2.06 lvl:1.19) — Convincing others to buy merchandise/goods or to otherwise change their minds or
  Staffing Organizational Units (imp:1.94 lvl:1.08) — Recruiting, interviewing, selecting, hiring, and promoting employees in an organ
  Working with Computers (imp:1.81 lvl:0.97) — Using computers and computer systems (including hardware and software) to progra
  Controlling Machines and Processes (imp:1.78 lvl:1.38) — Using either control mechanisms or direct physical activity to operate machines 
  Operating Vehicles, Mechanized Devices, or Equipment (imp:1.53 lvl:0.76) — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, s
  Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment (imp:1.41 lvl:0.29) — Providing documentation, detailed instructions, drawings, or specifications to t
  Repairing and Maintaining Mechanical Equipment (imp:1.41 lvl:0.34) — Servicing, repairing, adjusting, and testing machines, devices, moving parts, an
  Repairing and Maintaining Electronic Equipment (imp:1.26 lvl:0.23) — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines,

--- WORK STYLES ---
  Dependability (imp:8.00) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Integrity (imp:7.00) — A tendency to be honest and ethical at work.
  Cooperation (imp:6.00) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Social Orientation (imp:5.00) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Self-Control (imp:4.00) — A tendency to remain calm and composed and to manage emotions effectively in res
  Empathy (imp:3.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Empathy (imp:3.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Dependability (imp:3.00) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Cooperation (imp:2.82) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Optimism (imp:2.53) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Social Orientation (imp:2.36) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Integrity (imp:2.21) — A tendency to be honest and ethical at work.
  Self-Control (imp:2.14) — A tendency to remain calm and composed and to manage emotions effectively in res
  Sincerity (imp:2.07) — A tendency to be genuine and sincere in interactions with others at work, withou
  Sincerity (imp:2.00) — A tendency to be genuine and sincere in interactions with others at work, withou
  Stress Tolerance (imp:1.93) — A tendency to cope and function effectively in stressful situations at work.
  Cautiousness (imp:1.79) — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Attention to Detail (imp:1.69) — A tendency to be detail-oriented, organized, and thorough in completing work.
  Humility (imp:1.49) — A tendency to be modest and humble when interacting with others at work.
  Perseverance (imp:1.40) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Initiative (imp:1.26) — A tendency to be proactive and take on extra responsibilities and tasks that may
  Adaptability (imp:1.22) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Optimism (imp:1.00) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Self-Confidence (imp:0.89) — A tendency to believe in one's work-related capabilities and ability to control 
  Tolerance for Ambiguity (imp:0.74) — A tendency to be comfortable with ambiguity and uncertainty at work.
  Achievement Orientation (imp:0.62) — A tendency to establish and maintain personally challenging work-related goals, 
  Innovation (imp:0.60) — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Leadership Orientation (imp:0.47) — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Intellectual Curiosity (imp:0.29) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Innovation () — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Achievement Orientation () — A tendency to establish and maintain personally challenging work-related goals, 
  Intellectual Curiosity () — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Tolerance for Ambiguity () — A tendency to be comfortable with ambiguity and uncertainty at work.
  Initiative () — A tendency to be proactive and take on extra responsibilities and tasks that may
  Adaptability () — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Self-Confidence () — A tendency to believe in one's work-related capabilities and ability to control 
  Perseverance () — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Leadership Orientation () — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Humility () — A tendency to be modest and humble when interacting with others at work.
  Cautiousness () — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Attention to Detail () — A tendency to be detail-oriented, organized, and thorough in completing work.
  Stress Tolerance () — A tendency to cope and function effectively in stressful situations at work.

--- TRANSFERABLE SKILLS ---
  Service Orientation (imp:3.38 lvl:3.25) — Actively looking for ways to help people.
  Social Perceptiveness (imp:3.25 lvl:3.25) — Being aware of others' reactions and understanding why they react as they do.
  Coordination (imp:3.12 lvl:3.00) — Adjusting actions in relation to others' actions.
  Instructing (imp:3.00 lvl:2.88) — Teaching others how to do something.
  Complex Problem Solving (imp:3.00 lvl:2.88) — Identifying complex problems and reviewing related information to develop and ev
  Judgment and Decision Making (imp:3.00 lvl:3.00) — Considering the relative costs and benefits of potential actions to choose the m
  Persuasion (imp:2.88 lvl:2.88) — Persuading others to change their minds or behavior.
  Time Management (imp:2.88 lvl:2.88) — Managing one's own time and the time of others.
  Negotiation (imp:2.75 lvl:2.62) — Bringing others together and trying to reconcile differences.
  Systems Analysis (imp:2.38 lvl:2.12) — Determining how a system should work and how changes in conditions, operations, 
  Systems Evaluation (imp:2.38 lvl:2.25) — Identifying measures or indicators of system performance and the actions needed 
  Management of Personnel Resources (imp:2.25 lvl:2.12) — Motivating, developing, and directing people as they work, identifying the best 
  Quality Control Analysis (imp:2.00 lvl:1.88) — Conducting tests and inspections of products, services, or processes to evaluate
  Operations Monitoring (imp:1.88 lvl:1.50) — Watching gauges, dials, or other indicators to make sure a machine is working pr
  Troubleshooting (imp:1.88 lvl:1.12) — Determining causes of operating errors and deciding what to do about it.
  Technology Design (imp:1.75 lvl:0.88) — Generating or adapting equipment and technology to serve user needs.
  Management of Material Resources (imp:1.25 lvl:0.25) — Obtaining and seeing to the appropriate use of equipment, facilities, and materi
  Operations Analysis (imp:1.12 lvl:0.12) — Analyzing needs and product requirements to create a design.
  Equipment Selection (imp:1.00) — Determining the kind of tools and equipment needed to do a job.
  Installation (imp:1.00) — Installing equipment, machines, wiring, or programs to meet specifications.
  Programming (imp:1.00) — Writing computer programs for various purposes.
  Operation and Control (imp:1.00) — Controlling operations of equipment or systems.
  Equipment Maintenance (imp:1.00) — Performing routine maintenance on equipment and determining when and what kind o
  Repairing (imp:1.00) — Repairing machines or systems using the needed tools.
  Management of Financial Resources (imp:1.00) — Determining how money will be spent to get the work done, and accounting for the

--- NATIONAL WAGES ---
  total_employment : 518,910
  annual_median    : $34,980
  annual_pct10     : $24,260
  annual_pct25     : $29,360
  annual_pct75     : $38,570
  annual_pct90     : $46,010
  annual_mean      : $35,030
  hourly_median    : $16.82

--- GEOGRAPHIC DISPERSION ---
  highest_state    : District of Columbia ($47,340)
  lowest_state     : Guam ($22,020)
  dispersion_ratio : 2.150x

--- TOP STATES BY WAGE (54 total) ---
  Health Care and Social Assistance        emp:  305,330  median: $  34,720
  Educational Services                     emp:  124,760  median: $  36,940
  Other Services (except Public Administration) emp:   34,800  median: $  33,870
  Arts, Entertainment, and Recreation      emp:   30,480  median: $  29,210
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:   12,410  median: $  34,900
  Administrative and Support and Waste Management and Remediation Services emp:    6,970  median: $  36,940
  Management of Companies and Enterprises  emp:      890  median: $  32,530
  Professional, Scientific, and Technical Services emp:      680  median: $  41,160
  Accommodation and Food Services          emp:      550  median: $  37,960
  Retail Trade                             emp:      220  median: $  40,380

--- TOP INDUSTRIES BY EMPLOYMENT (13 total) ---
  Health Care and Social Assistance        emp:  305,330  median: $  34,720
  Educational Services                     emp:  124,760  median: $  36,940
  Other Services (except Public Administration) emp:   34,800  median: $  33,870
  Arts, Entertainment, and Recreation      emp:   30,480  median: $  29,210
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:   12,410  median: $  34,900
  Administrative and Support and Waste Management and Remediation Services emp:    6,970  median: $  36,940
  Management of Companies and Enterprises  emp:      890  median: $  32,530
  Professional, Scientific, and Technical Services emp:      680  median: $  41,160
  Accommodation and Food Services          emp:      550  median: $  37,960
  Retail Trade                             emp:      220  median: $  40,380

exact_match_status : found
matched_title      : Peter Ellis (childcare worker)
match_score        : 0.6809
wikidata_qid       : Q7174775
word_count         : 7,985
wikipedia_url      : https://en.wikipedia.org/wiki/Peter_Ellis_(childcare_worker)
license            : CC BY-SA 4.0
fetched_at         : 2026-06-02T22:14:57.094697Z

--- WIKIPEDIA FULL TEXT ---
Peter Hugh McGregor Ellis (30 March 1958 – 4 September 2019) was a New Zealand childcare worker who was convicted of child sexual abuse, but later had his conviction quashed. He was at the centre of one of the country's most enduring judicial controversies, after being found guilty in June 1993 in the High Court on 16 counts of sexual offences involving children in his care at the Christchurch Civic Creche and sentenced to 10 years' imprisonment. He maintained his innocence until his death 26 years later and was supported by many New Zealanders in his attempts to overturn his convictions, although others believed he was guilty. Concerns about the reliability of the convictions centred on far-fetched stories told by many of the children (alleging Satanic ritual abuse) and the interview techniques used to obtain their testimony.
In 1994, Ellis took his case to the Court of Appeal which quashed convictions on three of the charges but upheld the sentence. His conviction and sentence were upheld in his second appearance before the Court of Appeal in October 1999. In March 2000, former Chief Justice Sir Thomas Eichelbaum was appointed to conduct a ministerial inquiry reviewing the children's evidence. His report upheld the guilty verdicts. The same month Governor-General Sir Michael Hardie Boys rejected Ellis' third bid for pardon on the advice of Justice Minister Phil Goff, who was satisfied with Eichelbaum's finding that Ellis had failed to prove his convictions were unsafe. Ellis refused to attend parole board hearings while in prison because he would have to confess to the crimes in order to obtain early release.
Ellis was eventually released in February 2000 after serving seven years in prison. After his release, he continued campaigning to clear his name. In 2019, nineteen years after he was released, he appealed to the Supreme Court to have his conviction overturned. Although he died of cancer before the appeal could be heard, the Supreme Court allowed the appeal in the interests of justice and delivered a judgment in October 2022. The Supreme Court quashed Ellis' convictions, finding that there were problems with the evidence of the main prosecution witness, a psychiatrist, and the jury had not been fairly informed of the risk of contamination of the children's evidence. This marked the first time that a conviction has been quashed posthumously in New Zealand.
The Ellis case was one of several similar high-profile child abuse cases around the world in the 1980s and early 1990s as part of the Satanic panic, and has been mentioned as a cause in the decline in the number of male teachers in New Zealand schools. Two books and numerous articles have been written about the case.


== Personal life ==
Ellis was the eldest of four children. His parents were teachers who separated when he was nine. He left school in 1975 to take up tobacco picking in Motueka. After two years overseas, he returned to New Zealand. He then had a part-time job in a bakery in the 1980s which eventually became full-time. When he left this job and applied for unemployment benefits, authorities discovered he had received dole payments to which he was not entitled. He was prosecuted and convicted in 1986 of "misleading a social welfare officer" and sentenced to 80 hours community service.
Ellis carried out his community service at the Christchurch Civic Creche. His supervisor, Dora Reinfeld, later reported that "Peter [...] provided some hilarious puppetry shows‍— one of which we had to abandon as staff and children 'got out of hand'". Ellis became a relieving worker, and Reinfeld's next monthly report said: "Peter Ellis has fitted in extremely well and puts lots of energy into programme planning. Fantastic team spirit." Ellis's pre-sentencing report said, "The overall picture gained of Peter Ellis is that of an outgoing, uninhibited, unconventional person given to putting plenty of enthusiasm and energy into his work and social activities, sometimes to the point of being risqué and outrageous."
Before his imprisonment, Ellis had sexual relationships lasting for periods of two to five years with both men and women. He told Lynley Hood, "In a relationship with a woman I was, for want of a better word, bisexual, and with a man I was monogamous." Ellis was described by Hood as appearing "blatantly homosexual", due to his bright clothes, long hair, makeup and demeanour. After his release, he lived an isolated life, settling in the small community of Leithfield Beach in north Canterbury.
In July 2019, Ellis was diagnosed with terminal cancer. He died on 4 September 2019 while appealing his conviction at the age of 61.


== Investigations ==


=== First allegation and police investigation ===
Ellis loved animals and kept rabbits, cats and dogs as pets. In late September 1991, the mother of a four-year-old boy at the creche, a social worker who had herself recovered memories of sexual abuse, bought a black puppy from him. Ellis showed her son how to identify the puppy's sex.
A few months later, in November 1991, the mother alleged that her son said he "didn't like Peter's black penis". His mother, who had written a handbook on sexual abuse, concluded her son had been sexually abused. She made a formal complaint to the creche in November 1991. After a brief investigation, the police decided there was no case to answer, but Ellis had already been suspended from work. The mother then withdrew her son from the creche and enrolled him into a different Christchurch daycare centre. Shortly thereafter, she alleged a male worker at this second creche had also abused her son. The police investigated and again found no evidence to support the allegation.
Ellis was popular with children and parents at the creche. In the week following his November 1991 suspension, inspectors from the Education Review Office spent a week at the Civic Creche observing its daily operation. The office subsequently issued a favourable report, stating that the staff "ensure personal needs are met with warmth, care and consideration", and that the children "appear happy, inquisitive and sociable" and "have high self-esteem".


=== Second police investigation ===
Even though police concluded no abuse had occurred, some parents started asking their children about what went on at the creche and then shared these stories with other parents. The Department of Social Welfare was called in to conduct formal interviews with many of these children. A social welfare psychologist, Sue Sidey, initially revealed that there were six children for whom she felt there were grounds for concern, although the children made no disclosures of any indecent touching by a creche staff member. More parents became concerned that something must have happened. As the social welfare interviews continued, claims about bizarre sexual abuse incidents began to surface. A meeting was held at the creche attended by staff members, a group of concerned parents and representatives from the Social Welfare Department. In response, the police reopened their investigation.
Altogether, at least 127 children were interviewed. Some detectives believed that up to 80 had been abused. Ellis was accused, among other things, of "sodomising children, forcing them to eat his faeces, urinating on them, suspending them in cages, taking them on terrifying trips of abuse through tunnels, ceilings and trapdoors". Other allegations included children being forced into a steaming hot oven or buried in coffins; one boy claimed he had his belly-button removed with pliers. Allegations which emerged later as the interviews progressed included "Asian men dressed as cowboys, Masonic lodges, cemeteries, the Park Royal Hotel and private houses far from the creche", and "the notorious 'circle incident' where Ellis and his co-workers supposedly took a group of children to 404 Hereford St on the other side of town and made them stand naked and kick each other while the adults danced around the

--- SEMANTIC NEIGHBORS (5) ---

  Title: Emotional labor (similarity: 0.3125)
  URL: https://en.wikipedia.org/wiki/Emotional_labor
  QID: Q1044045
  Extract: Emotional labor is the act of managing one's own emotions and the emotions of others to meet job expectations. It requires the capacity to manage and produce a feeling to fulfill the emotional requirements of a job. More specifically, workers are expected to regulate their personas during interactio

  Title: Child sexuality (similarity: 0.3750)
  URL: https://en.wikipedia.org/wiki/Child_sexuality
  QID: Q1072080
  Extract: Sexual behaviors in children are common, and may range from normal and developmentally appropriate to abusive. These behaviors may include self-stimulation, interest in sex, curiosity about their own or other genders, exhibitionism, voyeurism, gender role behaviors, and engagement in interpersonal s

  Title: Helen May (similarity: 0.2308)
  URL: https://en.wikipedia.org/wiki/Helen_May
  QID: Q48338671
  Extract: Helen May is a New Zealand education pioneer. She has been an eloquent activist and academic in education, with a strong feminist focus on early childhood education. Her advocacy has been characterised by its focus on the rights and needs of children and teachers, expressed by an active and collabor

  Title: Caregiver (similarity: 0.4615)
  URL: https://en.wikipedia.org/wiki/Caregiver
  QID: Q553079
  Extract: A caregiver, carer, or support worker is a person who provides care for people struggling with their everyday activities due to age, long-term illness or disability. A caregiver can be either formal or informal. Formal caregivers are trained professionals, including care workers at hospitals, day-ca

  Title: Caregiver (film) (similarity: 0.3636)
  URL: https://en.wikipedia.org/wiki/Caregiver_(film)
  QID: Q5038977
  Extract: Caregiver is a 2008 Filipino drama film directed by Chito S. Roño from a story and screenplay written by Chris Martinez, with Roño and Jewel C. Castro as co-writers of the former. The film stars Sharon Cuneta, portraying the role of Sarah, a mother who left her son in the Philippines and also a teac

model_pass1          : claude-sonnet-4-20250514
model_pass2          : claude-haiku-4-5-20251001
inference_confidence : high
confidence_notes     : High confidence due to comprehensive O*NET data including detailed tasks, work activities, and clear occupational definition. Wage data from BLS OEWS May 2025 provides authoritative market intelligence.
inferred_at          : 2026-06-03T21:40:04.525410+00:00
tokens_input         : 4,563
tokens_output        : 4,200
cost_usd             : $0.045174
wikipedia_used       : False
wikipedia_title      : Peter Ellis (childcare worker)
wikipedia_note       : The Wikipedia match refers to a specific individual involved in a controversial legal case rather than the occupation itself. The semantic neighbors like 'Caregiver' and 'Emotional labor' provide more relevant context for understanding the occupation's characteristics.

--- PROSE FIELDS ---

ROLE SUMMARY:
Childcare Workers provide direct care and supervision to children in schools, daycare centers, private households, and childcare institutions. They attend to children's basic needs including feeding, bathing, dressing, and diaper changing while ensuring a safe play environment. These workers support children's emotional, social, and educational development through activities, instruction, and positive interaction.

DAY IN THE LIFE:
A typical day involves sanitizing toys and play equipment to maintain hygiene standards, then observing and monitoring children's play activities to ensure safety. Workers dress children, change diapers, and assist in preparing and serving meals and refreshments throughout the day. They read to children and engage them in creative activities like painting, drawing, handicrafts, and songs to support learning. The day includes instructing children in health and personal habits such as eating, resting, and toilet training. Workers communicate with parents or guardians about daily activities and behaviors, while maintaining detailed records on individual children including observations, activities, and meals served.

WHO THRIVES:
Successful childcare workers demonstrate extremely high dependability and integrity, with strong cooperation and social orientation skills. They excel at assisting and caring for others while making sound decisions and solving problems in dynamic environments. These individuals possess strong oral comprehension and expression abilities, allowing them to communicate effectively with children, parents, and supervisors. They thrive on thinking creatively to engage children and have the problem sensitivity needed to recognize safety concerns or developmental issues quickly.

CAREER ENTRY:
Entry into childcare work typically requires a high school diploma or equivalent, with 38.5% of workers holding this credential and 22.7% having an associate's degree. Some workers enter with less than a high school diploma (14.3%), reflecting the Job Zone 2 classification requiring very little to some preparation. Many states require background checks and basic training in child development, safety protocols, and first aid.

CAREER TRAJECTORY:
Childcare workers can advance to supervisory roles within daycare centers or transition into formal education as teaching assistants or preschool teachers. Some pursue additional education to become elementary school teachers, special education teachers, or early childhood education specialists. Others may establish their own home-based childcare businesses or move into related fields like health education or social services.

MARKET INTELLIGENCE:
The childcare sector employs 518,910 workers nationally with a median annual wage of $34,980 according to BLS OEWS May 2025. Wages range from $24,260 at the 10th percentile to $46,010 at the 90th percentile, with significant geographic variation from $22,020 in Guam to $47,340 in the District of Columbia (2.15x ratio). The largest employment concentration is in Health Care and Social Assistance (305,330 workers), followed by Educational Services (124,760 workers). Demand remains strong due to ongoing needs for childcare services across diverse settings.

AUTOMATION OUTLOOK:
Childcare work has low automation potential due to the inherently human nature of caring for children and supporting their emotional and social development. The core activities of assisting and caring for others, thinking creatively for engagement, and establishing interpersonal relationships cannot be easily automated and require human judgment and empathy.

--- REASONED EDGES ---
  [career_pathway] Preschool Teachers, Except Special Education (25-2011.00) — confidence:high
    reasoning: Both roles work with young children and share educational development activities, with childcare workers often advancing to teaching roles.
    data: Education and Training knowledge (imp:3.4)
    data: Teaching daily living skills DWA
    data: Instructing transferable skill
  [task_similarity] Nannies (39-9011.01) — confidence:high
    reasoning: Nannies and childcare workers share identical core tasks of dressing, feeding, and overseeing children's daily care needs.
    data: Dress children and change diapers task
    data: Provide for basic needs of children DWA
    data: Customer and Personal Service knowledge (imp:3.7)
  [skill_overlap] Personal Care Aides (31-1122.00) — confidence:medium
    reasoning: Both roles require high levels of service orientation and social perceptiveness for caring relationships.
    data: Service Orientation transferable skill (imp:3.4)
    data: Social Perceptiveness transferable skill (imp:3.2)
    data: Assisting and Caring for Others work activity (imp:4.2)
  [knowledge_overlap] Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education (25-9042.00) — confidence:high
    reasoning: Both roles share Education and Training knowledge and work in educational environments supporting children's learning.
    data: Education and Training knowledge (imp:3.4)
    data: Educational Services industry employment
    data: Read to children and teach activities task
  [riasec_cluster] Kindergarten Teachers, Except Special Education (25-2012.00) — confidence:high
    reasoning: Both roles are in the Social (S) dominant cluster focused on helping and teaching children in educational settings.
    data: RIASEC S:6.18 dominant
    data: Social Orientation work style (imp:5.0)
    data: Support children's emotional and social development task

--- NORMALIZER SIGNALS ---
  match_keywords   : ['childcare', 'child care', 'daycare', 'children', 'caregiver', 'child attendant', 'babysitter', 'nursery']
  exclude_keywords : ['teacher', 'nurse', 'therapist', 'social worker', 'counselor']
  title_patterns   : ['Child Care', 'Childcare', 'Day Care', 'Daycare', 'Child Attendant']
  common_variations: ['Child Care Worker', 'Daycare Worker', 'Child Care Assistant', 'Child Care Aide', 'Nursery Attendant', 'Child Attendant', 'Care Provider', 'Caregiver']

total_terms    : 40
top_words      : ['children', 'ellis', 'abuse', 'child', 'case', 'court', 'others', 'tendency', 'evidence', 'creche', 'said', 'appeal', 'interviews', 'sexual', 'parents', 'equipment', 'activities', 'zealand', 'social', 'police']
source_layers  : onet_tasks | onet_dimensions | dwas | wikipedia | inference

TERM                    COUNT     FREQ  DOMINANT SOURCE      SOURCE BREAKDOWN
──────────────────────────────────────────────────────────────────────────────────────────
children                  123  0.01831  wikipedia            wikipedia:76%  onet_tasks:12%  inference:9%
ellis                     101  0.01503  wikipedia            wikipedia:100%
abuse                      57  0.00848  wikipedia            wikipedia:100%
child                      52  0.00774  wikipedia            wikipedia:94%  dwas:4%  inference:2%
case                       50  0.00744  wikipedia            wikipedia:98%  inference:2%
court                      49  0.00729  wikipedia            wikipedia:98%  onet_dimensions:2%
others                     44  0.00655  onet_dimensions      onet_dimensions:86%  inference:7%  wikipedia:5%
tendency                   43  0.00640  onet_dimensions      onet_dimensions:98%  wikipedia:2%
evidence                   41  0.00610  wikipedia            wikipedia:100%
creche                     36  0.00536  wikipedia            wikipedia:100%
said                       36  0.00536  wikipedia            wikipedia:100%
appeal                     34  0.00506  wikipedia            wikipedia:100%
interviews                 32  0.00476  wikipedia            wikipedia:100%
sexual                     31  0.00461  wikipedia            wikipedia:100%
parents                    30  0.00447  wikipedia            wikipedia:80%  onet_tasks:7%  dwas:7%
equipment                  27  0.00402  onet_dimensions      onet_dimensions:85%  dwas:7%  onet_tasks:4%
activities                 26  0.00387  onet_dimensions      onet_dimensions:35%  inference:23%  onet_tasks:15%
zealand                    25  0.00372  wikipedia            wikipedia:100%
social                     24  0.00357  wikipedia            wikipedia:54%  onet_dimensions:21%  inference:21%
police                     24  0.00357  wikipedia            wikipedia:100%
justice                    21  0.00313  wikipedia            wikipedia:100%
allegations                21  0.00313  wikipedia            wikipedia:100%
trial                      20  0.00298  wikipedia            wikipedia:100%
crown                      20  0.00298  wikipedia            wikipedia:100%
claimed                    19  0.00283  wikipedia            wikipedia:100%
inquiry                    18  0.00268  wikipedia            wikipedia:100%
care                       17  0.00253  wikipedia            wikipedia:59%  onet_tasks:12%  onet_dimensions:12%
made                       17  0.00253  wikipedia            wikipedia:94%  onet_dimensions:6%
principles                 17  0.00253  onet_dimensions      onet_dimensions:94%  wikipedia:6%
peter                      17  0.00253  wikipedia            wikipedia:100%
techniques                 16  0.00238  onet_dimensions      onet_dimensions:62%  wikipedia:38%
events                     16  0.00238  onet_dimensions      onet_dimensions:50%  wikipedia:44%  dwas:6%
expert                     16  0.00238  wikipedia            wikipedia:94%  onet_dimensions:6%
supreme                    16  0.00238  wikipedia            wikipedia:100%
problems                   15  0.00223  onet_dimensions      onet_dimensions:60%  wikipedia:27%  onet_tasks:7%
jury                       15  0.00223  wikipedia            wikipedia:100%
zelas                      15  0.00223  wikipedia            wikipedia:100%
needs                      14  0.00208  onet_dimensions      onet_dimensions:57%  dwas:14%  wikipedia:14%
includes                   14  0.00208  onet_dimensions      onet_dimensions:86%  wikipedia:7%  inference:7%
christchurch               14  0.00208  wikipedia            wikipedia:100%