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tie a shoe teaches the child and also provides for that child's basic care needs. Preschool and child-care programs help children learn about trust and gain a sense of security.

Children at this age learn mainly through play. Recognizing the importance of play, preschool teachers and child-care workers build their program around it. They capitalize on children's play to further language development (storytelling and acting games), improve social skills (working together to build a neighborhood in a sandbox), and introduce scientific and mathematical concepts (balancing and counting blocks when building a bridge or mixing colors when painting). Thus, a less structured approach is used to teach preschool children, including small group lessons, one-on-one instruction, and learning through creative activities, such as art, dance, and music.

Interaction with peers is an important part of a child's early development. Preschool children are given an opportunity to engage in conversation and discussions, and learn to play and work cooperatively with their classmates. Preschool teachers and child-care workers play a vital role in preparing children to build the skills they will need in elementary school. (A statement on teacher assistants—who aid classroom teachers-appears elsewhere in the Handbook.)

Preschool teachers and child-care workers greet children as they arrive, help them remove outer garments, and select an activity of interest. When caring for infants, they feed and change them. To ensure a well-balanced program, preschool teachers and child-care workers prepare daily and long-term schedules of activities. Each day's activities balance individual and group play and quiet and active time. Children are given some freedom to participate in activities in which they are interested.

Helping to keep children healthy is an important part of the job. Preschool teachers and child-care workers serve nutritious meals and snacks and teach good eating habits and personal hygiene. They ensure that children have proper rest periods. They spot children who may not feel well or show signs of emotional or developmental problems and discuss these matters with their supervisor and the child's parents. In some cases, preschool teachers and child-care workers help parents identify programs that will provide basic health services.

Early identification of children with special needs, such as those with behavioral, emotional, physical, or learning disabilities, is important to improve their future learning ability. Special education teachers often work with these preschool children to provide the individual attention they need. (Special education teachers are covered in a separate statement in the Handbook.)

Working Conditions

Preschool facilities include private homes, schools, religious institutions, workplaces where employers provide care for employees' children, and private buildings. Individuals who provide care in their own homes are generally called family child-care providers. (Child-care workers who work in the child's home are covered in the statement on private household workers found elsewhere in the Handbook.)

Watching children grow, enjoy learning, and gain new skills can be very rewarding. While working with children, preschool teachers and child-care workers often improve the child's communication, learning, and other personal skills. The work is never routine; new activities and challenges mark each day. However, child care can be physically and emotionally taxing, as workers constantly stand, walk, bend, stoop, and lift to attend to each child's interests and problems.

To ensure that children receive proper supervision, State or local regulations may require certain ratios of workers to children. The ratio varies with the age of the children. Child development experts generally recommend that a single caregiver be responsible for no more than 3 or 4 infants (less than 1 year old), 5 or 6 toddlers (1 to 2 years old), or 10 preschool-age children (between 2 and 5 years old).

The working hours of preschool teachers and child-care workers vary widely. Child care centers are usually open year round with long hours so that parents can drop off and pick up their children before and after work. Some centers employ full-time and part-time staff with staggered shifts to cover the entire day. Some workers are unable to

take regular breaks during the day due to limited staffing. Public and many private preschool programs operate during the typical 9- or 10month school year, employing both full-time and part-time workers. Preschool teachers may work extra unpaid hours each week on curriculum planning, parent meetings, and occasional fundraising activities. Family child-care providers have flexible hours and daily routines, but may work long or unusual hours to fit parents' work schedules.

Turnover in this occupation is high. Many preschool teachers and child-care workers leave the occupation temporarily to fulfill family responsibilities, study, or for other reasons. Some workers leave permanently because they are interested in pursuing another occupation or because of dissatisfaction with long hours, low pay and benefits, and stressful conditions.

Employment

Preschool teachers and child-care workers held about 1.3 million jobs in 1998. Many worked part time. About 4 out of 10 preschool teachers and child-care workers are self-employed, most of whom are family child-care providers.

Over 60 percent of all salaried preschool teachers and child-care workers are found in child-care centers and preschools, and about 14 percent work for religious institutions. The remainder work in other community organizations and in State and local government. Some child-care programs are for-profit centers; some of these are affiliated with a local or national chain. Religious institutions, community agencies, school systems, and State and local governments operate nonprofit programs. About 2 percent of private industry establishments operate on-site child-care centers for the children of their employees.

Training, Other Qualifications, and Advancement

The training and qualifications required of preschool teachers and childcare workers vary widely. Each State has its own licensing requirements that regulate caregiver training, ranging from a high school diploma, to community college courses, to a college degree in child development or early childhood education. Some States require continuing education for workers in this field. However, State requirements are often minimal. Often, child-care workers can obtain employment with a high school diploma and little or no experience. Local governments, private firms, and publicly funded programs may have more demanding training and education requirements.

Some employers prefer to hire preschool teachers and child-care workers with a nationally recognized child-care development credential, secondary or postsecondary courses in child development and early childhood education, or work experience in a child-care setting. Other schools require their own specialized training. Public schools typically require a bachelor's degree and State teacher certification. Teacher training programs include a variety of liberal arts courses, courses in child development, student teaching, and prescribed professional courses, including instruction in teaching gifted, disadvantaged, and other children with special needs.

Preschool teachers and child-care workers must be enthusiastic and constantly alert, anticipate and prevent problems, deal with disruptive children, and provide fair but firm discipline. They must communicate effectively with the children and their parents, as well as other teachers and child-care workers. Workers should be mature, patient, understanding, and articulate, and have energy and physical stamina. Skills in music, art, drama, and storytelling are also important. Those who work for themselves must have business sense and management abilities.

Opportunities for advancement are limited in this occupation. However, as preschool teachers and child-care workers gain experience, some may advance to supervisory or administrative positions in large child-care centers or preschools. Often these positions require additional training, such as a bachelor's or master's degree. Other workers move on to work in resource and referral agencies, consulting with parents on available child services. A few workers become involved in policy or advocacy work related to child care and early childhood education. With a bachelor's degree, preschool teachers may become certified to teach in public schools

at the kindergarten, elementary, and secondary school levels. Some workers set up their own child-care businesses.

Job Outlook

Employment of preschool teachers and child-care workers is projected to increase faster than the average for all occupations through the year 2008. In addition, many preschool teachers and child-care workers leave the occupation each year for other jobs, family responsibilities, or other reasons. High turnover, combined with job growth, is expected to create many openings for preschool teachers and child-care workers. Qualified persons who are interested in this work should have little trouble finding and keeping a job.

Future employment growth of preschool teachers and child-care workers will be rapid, but nevertheless considerably slower than in the last two decades because demographic changes that fueled much of the past enrollment growth are projected to slow. Labor force participation of women of childbearing age will increase very little and this group of women will decline as a percentage of the total labor force. Also, the number of children under 5 years of age is expected to rise very little by the year 2008. Nevertheless, the proportion of youngsters enrolled fullor part-time in child-care and preschool programs is likely to continue to increase, spurring demand for preschool teachers and child-care workers. Changes in perceptions of preprimary education may lead to increased public and private spending on child care. If more parents believe that some experience in center based care and preschool is beneficial to children, enrollment will increase. Government policy often favors increased funding of early childhood education programs and that trend should continue. The growing availability of governmentfunded programs may induce some parents to enroll their children in center-based care and preschool who otherwise would not. Some States also are increasing subsidization of the child-care services industry in response to welfare reform legislation. This reform may cause some mothers to enter the work force during the projection period as their welfare benefits are reduced or eliminated.

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offer seminars and workshops to help workers improve upon or learn new skills. A few are willing to cover the cost of courses taken at community colleges or technical schools.

Related Occupations

Child-care work requires patience; creativity; an ability to nurture, motivate, teach, and influence children; and leadership, organizational, and administrative skills. Others who work with children and need these aptitudes include teacher assistants, children's tutors, kindergarten and elementary school teachers, early childhood program directors, and child psychologists.

Sources of Additional Information

For information on careers in educating children and issues affecting preschool teachers and child-care workers, contact:

☛ National Association for the Education of Young Children, 1509 16th St. NW., Washington, DC 20036. Internet: http://www.naeyc.org ☛ Association for Childhood Education International, 17904 Georgia Ave., Suite 215, Olney, MD 20832-2277.

For eligibility requirements and a description of the Child Development Associate credential, contact:

☛ Council for Early Childhood Professional Recognition, 2460 16th St. NW., Washington, DC 20009. Internet: http://www.cdacouncil.org For information about family child care and accreditation, contact: ☛ National Association for Family Child Care, 525 SW 5th St., Suite A, Des Moines, Iowa 50309-4501. Internet: http://www.nafcc.org For information on salaries and efforts to improve compensation in child care, contact:

Center for the Child Care Workforce, 733 15th St. NW., Suite 1037, Washington, DC 20005. Internet: http://www.ccw.org

State Departments of Human Services or Social Services can supply State regulations and training requirements for child-care workers.

Private Household Workers

(O*NET 62031, 62041, 62061, 69999E, and 79999N)

Significant Points

Demand will far outstrip the supply of workers willing to provide private household services because the work is hard, earnings are low, and benefits and advancement opportunities are few.

Persons who are interested in and suited for this work should have no trouble finding and keeping jobs.

Nature of the Work

Private household workers clean homes, care for children, plan and cook meals, do laundry, administer the household, and perform numerous other duties. Many types of households of various income levels employ these workers. Although wealthy families may employ a large staff, it is much more common for one worker to be employed in a household where both parents work. Many workers are employed in households having one parent. A number of household workers work part time for two or more employers.

Most household workers are general house workers and usually the only worker employed in the home. They dust and polish furniture; sweep, mop, and wax floors; vacuum; and clean ovens, refrigerators, and bathrooms. They may also wash dishes, polish silver, and change and make beds. Some wash, fold, and iron clothes; a few wash windows. Other duties may include looking after a child or an elderly person, cooking, feeding pets, answering the telephone and doorbell, and calling and waiting for repair workers. General house workers may also take clothes and laundry to the cleaners, buy groceries, and do many other errands.

Household workers whose primary responsibility is taking care of children are called child-care workers. Those employed on an hourly

basis are usually called baby-sitters. Child-care workers bathe, dress, and feed children; supervise their play; wash their clothes; and clean their rooms. They may also put them to sleep and waken them, read to them, involve them in educational games, take them for doctors' visits, and discipline them. Those who are in charge of infants, sometimes called infant nurses, also prepare bottles and change diapers.

Nannies generally take care of children from birth to age 10 or 12, tending to the child's early education, nutrition, health, and other needs. They may also perform the duties of a general housekeeper, including general cleaning and laundry duties. Governesses look after children in addition to other household duties. They may help them with schoolwork, teach them a foreign language, and guide them in their general upbringing. (Child-care workers who work outside the child's home are covered in the statement on child-care workers elsewhere in the Handbook.)

Companions or personal attendants assist elderly, handicapped, or convalescent people. Depending on the employer's needs, a companion or attendant might help with bathing and dressing, preparing and serving meals, and keeping the house tidy. They also may read to their employers, write letters for them, play cards or games, and go with them on walks and outings. Companions may also accompany their employers to medical appointments and handle their social and business affairs.

Households with a large staff may include a household manager, housekeeper, or butler, as well as a cook, caretaker, and launderer. Household managers, housekeepers, and butlers hire, supervise, and coordinate the household staff to keep the household running smoothly. Butlers also receive and announce guests, answer telephones, deliver messages, serve food and drinks, chauffeur, or act as a personal attendant. Cooks plan and prepare meals, clean the kitchen, order groceries and supplies, and may also serve meals. Caretakers do heavy housework and general home maintenance. They wash windows, wax floors, and hang draperies. They maintain heating and other equipment and do light carpentry, painting, and odd jobs. They may also mow the lawn and do some gardening if the household does not have a gardener.

Working Conditions

Private household workers usually work in pleasant and comfortable homes or apartments. Most are day workers who live in their own homes and travel to work. Some live in the home of their employer, generally with their own room and bath. Live-ins usually work longer hours. However, if they work evenings or weekends, they may get other time off. Live-ins may feel isolated from family and friends. On the other hand, they often become part of their employer's family, and may derive satisfaction from caring for them. Being a general house worker can also be isolating, since work is usually done alone.

Many private household workers supervise children.

Housekeeping is hard work. Both day workers and live-ins are on their feet most of the day and do much walking, lifting, bending, stooping, and reaching. In addition, some employers may be very demanding.

Employment

Private household workers held about 928,000 jobs in 1998. About 65 percent were cleaners and servants, mostly day workers; about 33 percent were child-care workers, including baby sitters; and less than 3 percent were housekeepers, butlers, cooks, and launderers. Most jobs are in big cities and their affluent suburbs. Some are on large estates or in resorts away from cities.

Training, Other Qualifications, and Advancement

Private household workers generally do not need any special training. Individuals who cannot find other work because of limited language or other skills often turn to this work. Most jobs require the ability to clean, cook, or take care of children. These skills are generally learned by young people while helping with housework at home. Some training takes place on the job. Employers show the household workers what they want done and how. For child-care workers and companions, general education and the ability to get along with the person they will care for are most important.

Home economics courses in high schools and vocational and adult education schools offer training in cooking and child care. Courses in child development, first aid, and nursing in postsecondary schools are highly recommended.

Schools for butlers, nannies, and governesses teach household administration, early childhood education, nutrition, child care, and bookkeeping. These schools may offer certifications in household management-for example, Certified Household Manager, Certified Professional Nanny, or Certified Professional Governess-and assist in job placement. However, most private household workers get jobs through employment agencies and recommendations from previous employers.

Private household workers should work well with others and be honest, discreet, dependable, courteous, and neat. They also need physical stamina.

There are very few opportunities for advancement within this occupation. Few large households exist with big staffs where general house workers can advance to cook, executive housekeeper, butler, or governess, and these jobs may require specialized training. Advancement usually consists of better pay and working conditions. Workers may move to similar jobs in hotels, hospitals, and restaurants, where the pay and benefits are usually better. A few workers start companies that provide household services for a fee. Others transfer into betterpaying, unrelated jobs.

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Job Outlook

Job opportunities for people wishing to become private household workers are expected to be excellent through 2008, as the demand for these services continues to far outpace the supply of workers willing to provide them. Those with formal training or excellent recommendations from previous employers should be particularly sought after.

For many years, demand for household help has outstripped the supply of workers willing to take domestic jobs. The imbalance is expected to persist, and possibly worsen. Demand is expected to grow as more women join the labor force and need help running their households. Demand for companions and personal attendants is also expected to rise due to projected rapid growth in the elderly population.

The supply situation is not likely to improve. The physical demands of the work, low status, low pay, few benefits, and limited advancement potential deter many prospective household workers. Due to the limited supply of household workers, many employers have turned to domestic cleaning firms, child-care centers, and temporary help firms to meet their needs for household help. This trend is expected

to continue. (See the statements on janitors and cleaners, preschool teachers and child-care workers, and home health and personal care aides elsewhere in the Handbook.)

Employment of private household workers is expected to decline through 2008. However, job openings will be numerous because of the need to replace workers who change jobs within the occupation and the large number of workers who leave these occupations every year. Persons who are interested in and suited for this work should have no trouble finding and keeping jobs.

Earnings

Earnings of private household workers depend on the type of work, the number of hours, household and staff size, geographic location, training, and experience.

Most private household workers are employed part time, or less than 35 hours a week. Some work only 2 or 3 days a week while others may work half a day 4 or 5 days a week. Earnings vary from about $10 an hour or more in a big city to less than the Federal minimum wage-$5.15 an hour in 1998. (Minimum wage laws may not cover private household workers who work just a few hours per week or have very low annual earnings.) In addition, day workers often get carfare and a free meal. Live-in domestics usually earn more than day workers and also get free room and board. However, they often work longer hours. Baby-sitters usually have the lowest earnings.

Usual median weekly earnings of all private household workers in 1998 were $223. Cleaners and servants earned $235 per week, cooks earned $380 per week, child-care workers earned $204 per week, and housekeepers and butlers earned $206 per week. Some full-time live-in housekeepers, cooks, butlers, nannies, and governesses earned considerably more. Based on limited information, experienced and highly recommended workers employed by wealthy families in major metropolitan areas may earn $800 to $1,200 a week.

Private household workers who live with their employers may be given room and board, medical benefits, a car, vacation days, and education benefits. However, most private household workers receive very limited or no benefits.

Related Occupations

Other workers with similar duties are building custodians, hotel and restaurant cleaners, child-care workers, home health and personal care aides, cooks, kitchen workers, waiters and waitresses, and bartenders.

Sources of Additional Information

Information about job opportunities for private household workers is available from local private employment agencies and State employment service offices.

For information about careers and schools offering training for nannies, contact:

☛ American Council of Nanny Schools, Delta College, University Center, MI 48710.

Veterinary Assistants and Nonfarm Animal Caretakers

(O*NET 34058G, 79017A, 79017B, 79017C, 79017D, and 79806)

Significant Points

· Animal lovers get satisfaction in this occupation, but aspects of the work can be unpleasant and physically and emotionally demanding.

Most animal caretakers are trained on the job, but advancement depends on experience, formal training, and continuing education.

Nature of the Work

Many people like animals. But, as pet owners can attest, taking care of them is hard work. Animal caretakers, sometimes called animal attendants or animal keepers, feed, water, groom, bathe, and exercise animals and clean, disinfect, and repair their cages. They also play with the animals, provide companionship, and observe behavioral changes that could indicate illness or injury.

Boarding kennels, animal shelters, veterinary hospitals and clinics, stables, laboratories, aquariums, and zoological parks all house animals and employ caretakers. Job titles and duties vary by employment setting.

Kennel staff usually care for small companion animals like dogs and cats while their owners are working or traveling out of town. Beginning attendants perform basic tasks, such as cleaning cages and dog runs, filling food and water dishes, and exercising animals. Experienced attendants may provide basic animal health care, as well as bathe animals, trim nails, and attend to other grooming needs. Caretakers who work in kennels may also sell pet food and supplies, assist in obedience training, help with breeding, or prepare animals for shipping.

Animal caretakers who specialize in grooming, or maintaining a pet's-usually a dog's or cat's-appearance are called groomers. Some groomers work in kennels, veterinary clinics, animal shelters, or pet supply stores. Others operate their own grooming business. Groomers answer telephones, schedule appointments, discuss with clients their pets' grooming needs, and collect information on the pet's disposition and its veterinarian. Groomers are often the first to notice a medical problem, such as an ear or skin infection, that requires veterinary care.

Grooming the pet involves several steps: An initial brush-out is followed by a first clipping of hair or fur using electric clippers, combs, and grooming shears; the groomer then cuts the nails, cleans the ears,

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bathes, and blow-dries the animal, and ends with a final clipping and styling.

Animal caretakers in animal shelters perform a variety of duties and work with a wide variety of animals. In addition to attending to the basic needs of the animals, caretakers must also keep records of the animals received and discharged and any tests or treatments done. Some vaccinate newly admitted animals under the direction of a veterinarian or veterinary technician, and euthanize (painlessly put to death) seriously ill, severely injured, or unwanted animals. Caretakers in animal shelters also interact with the public, answering telephone inquiries, screening applicants for animal adoption, or educating visitors on neutering and other animal health issues.

Animal caretakers in stables are called grooms. They saddle and unsaddle horses, give them rubdowns, and walk them through a cooloff after a ride. They also feed, groom, and exercise the horses, clean out stalls and replenish bedding, polish saddles, clean and organize the tack (harness, saddle, and bridle) room, and store supplies and feed. Experienced grooms may help train horses.

Animal caretakers in animal hospitals or clinics are called veterinary assistants. Veterinarians rely on caretakers to keep a constant eye on the condition of animals under their charge. Caretakers watch as animals recover from surgery, check whether dressings are still on correctly, observe the animals' overall attitude, and notify a doctor if anything seems out of the ordinary. Caretakers clean constantly to maintain sanitary conditions in the hospital.

Laboratory animal caretakers work in research facilities and assist with the care of a wide variety of animals, including mice, rats, sheep, pigs, cattle, dogs, cats, monkeys, birds, fish, and frogs. They feed and water the animals, clean cages and change bedding, and observe the animals for signs of illness, disease, or injury. They may administer medications orally or topically according to instructions, prepare samples for laboratory examination, sterilize laboratory equipment, and record information regarding genealogy, diet, weight, medications, food intake, and clinical signs of pain and distress. They work with scientists, physicians, veterinary technicians, veterinarians, and laboratory technicians.

In zoos, caretakers called keepers prepare the diets and clean the enclosures of animals, and sometimes assist in raising them when they are very young. They watch for any signs of illness or injury, monitor eating patterns or any changes in behavior, and record their observations. Keepers also may answer questions and ensure that the visiting public behaves responsibly toward the exhibited animals. Depending on the zoo, keepers may be assigned to work with a broad group of animals such as mammals, birds, or reptiles, or they may work with a limited collection of animals such as primates, large cats, or small mammals.

Working Conditions

People who love animals get satisfaction from working with and helping them. However, some of the work may be unpleasant, as well as physically and emotionally demanding, and sometimes dangerous. Caretakers have to clean animal cages and lift, hold, or restrain animals, risking exposure to bites or scratches. Their work often involves kneeling, crawling, repeated bending, and lifting heavy supplies like bales of hay or bags of feed. Animal caretakers must take precautions when treating animals with germicides or insecticides. The work setting can be noisy.

Animal caretakers who witness abused animals or who assist in the euthanizing of unwanted, aged, or hopelessly injured animals may experience emotional stress. Those working for private humane societies and municipal animal shelters often deal with the public, some of whom might react with hostility to any implication that the owners are neglecting or abusing their pets. Such workers must maintain a calm and professional demeanor while they enforce the laws regarding animal care.

Caretakers may work outdoors in all kinds of weather. Hours are irregular: Animals have to be fed every day, so caretakers often work weekend and holiday shifts. In some animal hospitals, research facilities, and animal shelters an attendant is on duty 24 hours a day, which means night shifts. Most full-time caretakers work about 40 hours a

week; some work 50 hours a week or more. Caretakers of show and sports animals travel to competitions.

Employment

Animal caretakers and veterinary assistants held about 181,000 jobs in 1998. About 45,000 of the total worked as veterinary assistants in veterinary services. The remainder worked primarily in boarding kennels, but also in animal shelters, stables, grooming shops, zoos, and local, State, and Federal agencies. In 1998, more than 1 out of every 4 animal caretakers was self-employed, and more than 1 in 3 worked part time.

Training, Other Qualifications, and Advancement

Most animal caretakers are trained on the job. Employers generally prefer to hire people with some experience with animals. Some training programs are available for specific types of animal caretakers, but formal training is usually not necessary for entry-level positions.

Most pet groomers learn their trade by completing an informal apprenticeship, usually lasting 6 to 10 weeks, under the guidance of an experienced groomer. Prospective groomers may also attend one of the 50 State-licensed grooming schools throughout the country, with programs varying in length from 4 to 18 weeks. The National Dog Groomers Association of America certifies groomers who pass a written examination, with a separate part testing practical skills. Beginning groomers often start by taking on one duty, such as bathing and drying the pet. They eventually assume responsibility for the entire grooming process, from the initial brush-out to the final clipping. Groomers who work in large retail establishments or kennels may, with experience, move into supervisory or managerial positions. Experienced groomers often choose to open their own shops.

Beginning animal caretakers in kennels learn on the job, and usually start by cleaning cages and feeding and watering animals. Kennel caretakers may be promoted to kennel supervisor, assistant manager, and manager, and those with enough capital and experience may open up their own kennels. The American Boarding Kennels Association (ABKA) offers a 3-stage, home-study program for individuals interested in pet care. The first two study programs address basic and advanced principles of animal care, while the third program focuses on in-depth animal care and good business procedures. Those who complete the third program and pass oral and written examinations administered by the ABKA become Certified Kennel Operators (CKO).

There are no formal educational requirements for animal caretakers in veterinary facilities. They are trained on the job, usually under the guidance of a veterinarian or veterinary technician. They start by performing tasks related to basic animal health care, such as keeping cages and examination areas sanitary. They also help veterinarians prepare for surgery, sterilize surgical equipment, observe recovering animals, and give medications and basic medical treatment under the directions of a veterinarian or veterinary technician. Highly motivated veterinary assistants may become veterinary technicians, with additional training from one of approximately 70 accredited veterinary technology programs.

Employers of entry-level laboratory animal caretakers generally require a high school diploma or General Educational Development (GED) test. A few colleges and vocational schools offer programs in laboratory animal science which provide training for technician positions, but such training is not strictly necessary. New animal caretakers working in laboratories begin by providing basic care to laboratory animals. With additional training, experience, and certification, they may advance to more technical positions in laboratory animal care, such as research assistant, mid-level technician, or senior-level technologist.

The American Association for Laboratory Animal Science (AALAS) offers certification for three levels of technician competence. Those who wish to become certified as Assistant Laboratory Animal Technicians (ALAT) must satisfy education and experience requirements before taking an examination administered by AALAS. Laboratory Animal Technician and Laboratory Animal Technologist are the second and third levels of certification of the AALAS.

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