Plans, organises and conducts activities to help pre-primary school students to develop a wide variety of skills including speech, reading, writing, motor skills and social interaction.

• Plan and structure learning in indoor and outdoor environments using a variety of materials and equipment to facilitate development; provide a variety of experiences and activities to develop motor skills, co-operative social skills, confidence and understanding; promote language development through story telling, role play, songs, rhymes and informal discussions held individually and in groups; observes students to evaluate progress and to detect signs of ill health, emotional disturbance and other disabilities; observes nutritional health, welfare and safety needs of students and identify factors which may impede students' progress; discuss students' progress with parents; attends parent interviews, and staff and committee meetings; participates in community and family support programmes as appropriate; supervises student teachers on placement.

• Works indoors in offices and teaching spaces within early childhood centres.
• Occasional to frequent work outdoors to teach educational programmes.
• Works in adequately lit, heated, ventilated and clean, well maintained workspaces.
• Learning spaces may occasionally be noisy and dirty.

• Sedentary to light, but occasionally medium physical demand work.
• Frequently sits in offices and teaching spaces when teaching some activities, preparing teaching materials, completing administration tasks or in discussion with staff, parents and children.
• Stands and walks frequently around the teaching spaces to teach the class, monitor and interact with children and to provide individual support to pupils.
• Occasional stretching and twisting, bending, squatting or crouching, lifting, pulling or carrying is required.
• Occasional to frequent repetitive hand and finger movements are required when using writing tools including pens, chalk and when using computers.
• Driving may be required on an occasional basis.
• Frequent use of office and learning equipment and materials including art materials, books and toys, language materials, video players, games, books, music, computers, telephones, educational toys, outdoor play equipment.
• Mental skills necessary include a high level of cognitive functioning and teaching, behaviour management and supervision, communication, interpersonal, creativity, programme development, organisational, administrative, computing, problem solving and decision-making capabilities.

• Either a Bachelor of Teaching (Early Childhood Education); Graduate Diploma of Teaching (Early Childhood Education); or Diploma of Teaching (Early Childhood Education) is required along with registration with NZ Teachers Council (ANZSCO Skill Level 1).

• There are opportunities for flexibility of movement.