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Summary Report for:
39-9011.01 - Nannies

Care for children in private households and provide support and expertise to parents in satisfying children's physical, emotional, intellectual, and social needs. Duties may include meal planning and preparation, laundry and clothing care, organization of play activities and outings, discipline, intellectual stimulation, language activities, and transportation.

Sample of reported job titles: Nanny, Nanny/Household Manager

View report: Summary  Details  Custom

Tasks  |  Technology Skills  |  Tools Used  |  Knowledge  |  Skills  |  Abilities  |  Work Activities  |  Detailed Work Activities  |  Work Context  |  Job Zone  |  Education  |  Credentials  |  Interests  |  Work Styles  |  Work Values  |  Related Occupations  |  Wages & Employment  |  Job Openings  |  Additional Information

Tasks

  • Perform first aid or cardiopulmonary resuscitation (CPR) when required.
  • Instruct children in safe behavior, such as seeking adult assistance when crossing the street and avoiding contact or play with unsafe objects.
  • Model appropriate social behaviors and encourage concern for others to cultivate development of interpersonal relationships and communication skills.
  • Observe children's behavior for irregularities, take temperature, transport children to doctor, or administer medications, as directed, to maintain children's health.
  • Teach and perform age-appropriate activities, such as lap play, reading, and arts and crafts, to encourage intellectual development of children.
  • Assign appropriate chores and praise targeted behaviors to encourage development of self-control, self-confidence, and responsibility.
  • Help prepare and serve nutritionally balanced meals and snacks for children.
  • Instruct and assist children in the development of health and personal habits, such as eating, resting, and toilet behavior.
  • Remove hazards and develop appropriate boundaries and rules to create a safe environment for children.
  • Work with parents to develop and implement discipline programs to promote desirable child behavior.
  • Organize and conduct age-appropriate recreational activities, such as games, arts and crafts, sports, walks, and play dates.
  • Meet regularly with parents to discuss children's activities and development.
  • Transport children to schools, social outings, and medical appointments.
  • Regulate children's rest periods and nap schedules.
  • Help develop or monitor family schedule.
  • Supervise and assist with homework.
  • Keep records of play, meal schedules, and bill payment.
  • Perform housekeeping and cleaning duties related to children's care.

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Technology Skills

  • Calendar and scheduling software — Scheduling software
  • Computer based training software — Educational software
  • Internet browser software — Web browser software
  • Word processing software — Microsoft Word

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Tools Used

  • Alarm systems — Security alarm systems
  • Automobiles or cars — Passenger cars
  • Car seats — Child car safety seats
  • Domestic clothes washers — Washing machines
  • Domestic clothing irons — Irons
  • Domestic dish washers — Domestic dishwashers
  • Domestic microwave ovens — Microwave ovens
  • Domestic ranges — Kitchen stoves
  • Domestic tumble dryers — Dryers
  • Electronic medical thermometers — Digital medical thermometers
  • Emergency medical services first aid kits — Emergency first aid kits
  • Feeding bottles or accessories — Baby bottles
  • Notebook computers — Laptop computers
  • Oral liquid medication syringes — Medicine dosing syringes
  • Personal computers
  • Vacuum cleaners

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Knowledge

  • English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
  • Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
  • Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
  • Medicine and Dentistry — Knowledge of the information and techniques needed to diagnose and treat human injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures.

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Skills

  • Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
  • Speaking — Talking to others to convey information effectively.
  • Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
  • Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
  • Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
  • Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
  • Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
  • Service Orientation — Actively looking for ways to help people.
  • Time Management — Managing one's own time and the time of others.
  • Coordination — Adjusting actions in relation to others' actions.
  • Persuasion — Persuading others to change their minds or behavior.
  • Instructing — Teaching others how to do something.
  • Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
  • Negotiation — Bringing others together and trying to reconcile differences.
  • Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
  • Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
  • Writing — Communicating effectively in writing as appropriate for the needs of the audience.
  • Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.

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Abilities

  • Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
  • Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
  • Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
  • Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
  • Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • Speech Clarity — The ability to speak clearly so others can understand you.
  • Speech Recognition — The ability to identify and understand the speech of another person.
  • Written Comprehension — The ability to read and understand information and ideas presented in writing.
  • Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
  • Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
  • Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
  • Near Vision — The ability to see details at close range (within a few feet of the observer).
  • Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
  • Written Expression — The ability to communicate information and ideas in writing so others will understand.
  • Extent Flexibility — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  • Far Vision — The ability to see details at a distance.
  • Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
  • Stamina — The ability to exert yourself physically over long periods of time without getting winded or out of breath.
  • Trunk Strength — The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
  • Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • Static Strength — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  • Time Sharing — The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).

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Work Activities

  • Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
  • Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
  • Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
  • Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
  • Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
  • Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
  • Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
  • Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
  • Operating Vehicles, Mechanized Devices, or Equipment — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
  • Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
  • Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
  • Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
  • Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
  • Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
  • Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
  • Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
  • Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
  • Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.

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Detailed Work Activities

  • Administer first aid.
  • Teach daily living skills or behaviors.
  • Administer basic health care or medical treatments.
  • Drive vehicles to transport patrons.
  • Monitor health or behavior of people or animals.
  • Prepare foods or meals.
  • Teach health or hygiene practices.
  • Discuss child development and behavior with parents or guardians.
  • Monitor environment to ensure safety.
  • Organize recreational activities or events.
  • Provide escort or transportation.
  • Develop daily schedules for children or families.
  • Maintain client information or service records.
  • Perform housekeeping duties.

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Work Context

  • Face-to-Face Discussions — 89% responded “Every day.”
  • Duration of Typical Work Week — 92% responded “More than 40 hours.”
  • Freedom to Make Decisions — 78% responded “A lot of freedom.”
  • Telephone — 85% responded “Every day.”
  • In an Enclosed Vehicle or Equipment — 67% responded “Every day.”
  • Physical Proximity — 74% responded “Very close (near touching).”
  • Structured versus Unstructured Work — 41% responded “A lot of freedom.”
  • Contact With Others — 56% responded “Constant contact with others.”
  • Frequency of Conflict Situations — 48% responded “Every day.”
  • Frequency of Decision Making — 59% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 48% responded “Very important results.”
  • Letters and Memos — 37% responded “Once a week or more but not every day.”
  • Work With Work Group or Team — 33% responded “Extremely important.”
  • Consequence of Error — 50% responded “Extremely serious.”
  • Coordinate or Lead Others — 41% responded “Extremely important.”
  • Indoors, Environmentally Controlled — 48% responded “Every day.”
  • Outdoors, Exposed to Weather — 30% responded “Every day.”
  • Spend Time Standing — 37% responded “More than half the time.”
  • Deal With Unpleasant or Angry People — 30% responded “Once a month or more but not every week.”
  • Responsible for Others' Health and Safety — 52% responded “Very high responsibility.”
  • Importance of Being Exact or Accurate — 30% responded “Very important.”
  • Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — 33% responded “Less than half the time.”
  • Exposed to Disease or Infections — 30% responded “Once a year or more but not every month.”
  • Time Pressure — 22% responded “Every day.”
  • Spend Time Kneeling, Crouching, Stooping, or Crawling — 48% responded “Less than half the time.”

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Job Zone

Title Job Zone Three: Medium Preparation Needed
Education Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree.
Related Experience Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job.
Job Training Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. A recognized apprenticeship program may be associated with these occupations.
Job Zone Examples These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include food service managers, travel guides, electricians, agricultural technicians, barbers, nannies, and medical assistants.
SVP Range (6.0 to < 7.0)

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Education


Percentage of Respondents
Education Level Required
48   High school diploma or equivalent Help
30   Post-secondary certificate Help
15   Some college, no degree

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Credentials

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Interests

Interest code: SAE

  • Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
  • Artistic — Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.
  • Enterprising — Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.
  • Conventional — Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.

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Work Styles

  • Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
  • Integrity — Job requires being honest and ethical.
  • Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
  • Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
  • Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.
  • Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
  • Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
  • Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
  • Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
  • Initiative — Job requires a willingness to take on responsibilities and challenges.
  • Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
  • Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
  • Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
  • Persistence — Job requires persistence in the face of obstacles.
  • Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
  • Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.

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Work Values

  • Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.
  • Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
  • Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.

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Wages & Employment Trends

Median wages data collected from Childcare Workers.
Employment data collected from Childcare Workers.
Industry data collected from Childcare Workers.

Median wages (2016) $10.18 hourly, $21,170 annual
State wages Local Salary Info
 
Employment (2014) 1,261,000 employees
Projected growth (2014-2024) Average (5% to 8%) Average (5% to 8%)
Projected job openings (2014-2024) 441,300
State trends Employment Trends
 
Top industries (2014)

Source: Bureau of Labor Statistics 2016 wage data external site and 2014-2024 employment projections external site. "Projected growth" represents the estimated change in total employment over the projections period (2014-2024). "Projected job openings" represent openings due to growth and replacement.

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Job Openings on the Web

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Sources of Additional Information

Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.

  • Childcare workers external site. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2016-17 Edition.

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