Early Childhood (Pre-Primary School) Teachers teach the basics of numeracy, literacy, music, art and literature to early childhood (pre-primary) students and promote students' social, emotional, intellectual and physical development.

A Bachelor Degree or higher is usually required. Two thirds of workers have a university degree. Sometimes relevant experience or on-the-job training is also needed. Registration with the relevant state or territory board of education may be required.

Tasks

  • planning and structuring learning in both indoor and outdoor environments using a variety of materials and equipment to facilitate students' development
  • providing a variety of experiences and activities to develop motor skills, cooperative social skills, confidence and understanding
  • promoting language development through story telling, role play, songs, rhymes and informal discussions held individually and within groups
  • observing students to evaluate progress and to detect signs of ill health, emotional disturbance and other disabilities
  • observing nutritional health, welfare and safety needs of students and identifying factors which may impede students' progress
  • discussing students' progress with parents
  • attending parent interviews, and staff and committee meetings
  • participating in community and family support programs as appropriate
  • supervising student teachers on placement

Job Titles

  • Kindergarten or Early Childhood (Pre-primary School) Teacher
  • Kindergarten or Early Childhood (Pre-primary School) Teacher

    Specialisations: Preschool Director

Fast Facts

  • Avg. Weekly Pay

    $1,019 Before Tax
  • Future Growth

    very strong
  • Skill Level

    Bachelor Degree or higher
  • Employment Size

    47,000
  • Unemployment

    below average
  • Male Share

    1.6%
  • Female Share

    98.4%
  • Full-Time Share

    55.3%

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This is a very large occupation employing 47,000 workers. The number of workers has grown very strongly over the past 5 years.
Over the next 5 years (to May 2022) the number of workers is expected to grow very strongly to 59,400. Around 36,000 job openings are likely over this time from workers leaving and new jobs being created.

  • Early Childhood (Pre-primary School) Teachers work in most parts of Australia.
  • They mainly work in: Education and Training; Health Care and Social Assistance; and Public Administration and Safety.
  • Part-time work is fairly common, but more than half work full-time. Full-time workers, on average, work 37.1 hours per week (compared to the all jobs average of 40 hours).
  • Average earnings for full-time workers are around $1,019 per week (below the all jobs average of $1,230). Earnings tend to be lower when starting out and higher as experience grows.
  • The average age is 39 years (compared to the all jobs average of 40 years).
  • More than 9 in 10 workers are female.
  • In 2016, the unemployment rate was below average.

Employment Outlook

Number of Workers

Source: ABS Labour Force Survey, Department of Jobs and Small Business trend data to May 2017 and Department of Jobs and Small Business projections to 2022.
YearNumber of Workers
200716400
200814800
200912800
201017900
201118200
201226600
201324600
201426800
201537000
201636400
201747000
202259400

Weekly Earnings

Full-time Earnings

All Jobs Average

Weekly Earnings (Before Tax)

Source: Based on ABS Characteristics of Employment survey, August 2015, Cat. No. 6333.0, Customised Report. Median earnings are before tax and do not include superannuation. Earnings can vary greatly depending on the skills and experience of the worker and the demands of the role. These figures should be used as a guide only, not to determine a wage rate.
EarningsEarly Childhood (Pre-primary School) TeachersAll Jobs Average
Full-Time Earnings10191230

Hours

Full-Time and Part-Time Status (% Share) and Average Weekly Hours (Full-Time)

Source: Based on ABS Labour Force Survey, annual average 2016, Cat. No. 6291.0.55.003: Customised Report. Hours actually worked by people who usually work full-time, and share of employment by full-time and part-time status, for this job compared to the all jobs average.
CategoryEarly Childhood (Pre-primary School) TeachersAll Jobs Average
Full-time55.368.4
Part-time44.731.6
Average Weekly Hours (full-time)37.140

Main Industries

Top Industries

Main Employing Industries (% Share)

Source: Based on ABS Labour Force Survey, annual average 2016, Cat. No. 6291.0.55.003: Customised Report. Industries are based on the Australian and New Zealand Standard Industrial Classification (ANZSIC 06).
Main Employing IndustriesIndustry (% share)
Education and Training61.6
Health Care and Social Assistance34.8
Public Administration and Safety2.2
Arts and Recreation Services0.4
Other Industries1

States and Territories

  • NSW

  • VIC

  • QLD

  • SA

  • TAS

  • NT

  • ACT

Employment by State and Territory (% Share)

Source: Based on ABS Labour Force Survey, annual average 2016, Cat. No. 6291.0.55.003: Customised Report. Share of workers across Australian States and Territories, in this job compared to the all jobs average.
StateEarly Childhood (Pre-primary School) TeachersAll Jobs Average
NSW37.231.8
VIC30.925.5
QLD15.619.8
SA4.16.8
WA6.511.2
TAS2.52
NT0.61.1
ACT2.51.8

Age Profile

Age Profile (% Share)

Source: Based on ABS Labour Force Survey, annual average 2016, Cat. No. 6291.0.55.003: Customised Report. Age profile of workers in this job compared to the all jobs average.
Age BracketEarly Childhood (Pre-primary School) TeachersAll Jobs AverageAll Jobs Average
15-190.6-5.45.4
20-245.8-9.99.9
25-3429.8-23.423.4
35-4427.9-21.721.7
45-5423.3-21.121.1
55-596.3-8.78.7
60-642.5-5.95.9
65 and Over3.8-3.83.8

Gender

Male Share

Female Share

Gender (% share)

Source: Based on ABS Labour Force Survey, annual average 2016, Cat. No. 6291.0.55.003: Customised Report. Male and female share of employment in this job compared to the all jobs average.
CategoryEarly Childhood (Pre-primary School) TeachersCategoryAll Jobs Average
Males1.6Males53.6
Females98.4Females46.4

Education Level

Top Education Levels

Highest Level of Education (% Share)

Source: ABS, Education and Work (2016). Findings based on use of ABS TableBuilder data. Highest qualification completed by workers in this job (in any field of study). Skill level requirements can change over time, the qualifications needed by new workers might be different from the qualifications of workers already in the job.
Type of QualificationEarly Childhood (Pre-primary School) TeachersAll Jobs AverageAll Jobs Average
Post Graduate/Graduate Diploma or Graduate Certificate19.4-8.68.6
Bachelor degree46.5-17.917.9
Advanced Diploma/Diploma20.4-10.110.1
Certificate III/IV13.7-18.918.9
Year 120-18.718.7
Years 11 & 100-17.717.7
Below Year 100-8.18.1

A Bachelor Degree or higher is usually required. Two thirds of workers have a university degree. Sometimes relevant experience or on-the-job training is also needed. Registration with the relevant state or territory board of education may be required.

If you are interested in this style of work, there are a wide range of training options available that could lead to this or a similar job.
The pathway that is right for you will depend on your skills and interests.

It is a good idea to speak to industry bodies, employers, and workers to learn more about the skills and qualifications you will need.

Employers look for Early Childhood (Pre-primary School) Teachers who are caring, compassionate, empathetic and communicate well in a team.

Knowledge

The topics, subjects, or knowledge areas workers rate as most important are shown below.

  1. Customer and Personal Service

    85% Important

    Customer and personal services. This includes understanding customer needs, providing good quality service, and measuring customer satisfaction.

  2. Education and Training

    79% Important

    Teaching and course design.

  3. English Language

    78% Important

    English language including the meaning and spelling of words, rules of composition, and grammar.

  4. Psychology

    74% Important

    Human behaviour and performance; differences in ability, personality, and interests; learning and motivation; research methods; and the assessment and treatment of behavioural and affective disorders.

  5. Public Safety and Security

    66% Important

    Use of equipment, rules and ideas to protect people, data, property, and institutions.

Occupational Information Network
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 25-2011.00 - Preschool Teachers, Except Special Education.

Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.

Activities

The work activities workers rate as most important are shown below.

  1. Assisting and Caring for Others

    82% Important

    Providing personal assistance, medical attention, or emotional support to people such as co-workers, customers, or patients.

  2. Thinking Creatively

    82% Important

    Using your own ideas to developing, designing, or creating something new.

  3. Building Good Relationships

    79% Important

    Building and keeping constructive and cooperative working relationships with others.

  4. Communicating with Supervisors, Peers, or Staff

    78% Important

    Giving information to supervisors, co-workers, and staff by telephone, in written form, e-mail, or in person.

  5. Making Decisions and Solving Problems

    78% Important

    Using information to work out the best solution and solve problems.

Occupational Information Network
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 25-2011.00 - Preschool Teachers, Except Special Education.

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