Contemporary Issues in Prior to School and Primary School Teaching

The paper discusses about the significance of parents and teachers relationship that influences upon the education among young children. The paper describes the issues teachers of primary school have to face while dealing with the parents who are one of the key role to play in a child’s education.

Running head: CONTEMPORARY ISSUES IN PRIOR TO SCHOOL AND PRIMARY SCHOOL TEACHING
Contemporary issues in prior to school and primary school teaching
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1CONTEMPORARY ISSUES IN PRIOR TO SCHOOL AND PRIMARY SCHOOL TEACHING
Topic: Contemporary issue in early childhood education prior to school or primary
school context
Mahmood, S. (2013). First-Year Preschool and Kindergarten Teachers:
Challenges of Working with Parents. School Community Journal, 23(2), 55-86.
The paper discusses about the significance of parents and teachers
relationship that influences upon the education among young children. The paper
describes the issues teachers of primary school have to face while dealing with the
parents who are one of the key role to play in a child’s education. It has been
mentioned in the paper that teachers and schools are blamed for children’s
incompetence in regard with their education. This gives rise to the issue that schools
fail to maintain a healthy teacher-parent collaboration that is extremely important for
developing children education in early childhood. In this paper, the author tries to find
out the key factors that affect the teacher-parent collaborations and how it affects the
child’s education. It has been observed by the author that the parents are not
responsive enough in this collaborative effort to improve children’s education ad
behaviour in early childhood. This greatly affects the early year’s education of
children as parents fail to recognise some key transitions that the child goes through
at the tender age. According to the author of this paper, the lack of communication
between the teacher and parents lead to challenges and issues in young children’s
education and behaviour.
Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (2017). A developmental
perspective on antisocial behavior. In Developmental and Life-course
Criminological Theories (pp. 29-35). Routledge.
This particular paper discusses about the antisocial behaviour among children
that ultimately affects their academic status and their future. The author discusses
how identifying aggressive behaviour among children and analysing the possible
reasons behind such behaviour is significant in refraining the challenges in early
childhood education and behaviour. It is mentioned in the paper that a child’s such
behaviour parallerly reflects upon their learning objectives. One explanation behind
this statement is that children with such behavioural issue, children tend to spend
less time in performing their tasks that is assigned to them in school (Walker, Shinn,
O'Neill & Ramsey, 1987). The author points out that failure in academic leaning and

2CONTEMPORARY ISSUES IN PRIOR TO SCHOOL AND PRIMARY SCHOOL TEACHING
peer rejection are not the consequences as a result of antisocial behaviour instead
are the contributing factors for giving rise to such behaviour in children. Therefore,
the teachers need to identify this difference and then take up necessary strategies
that would help to fix such behaviour among children. The author even mentions the
possible contributions that lead to such anti-social behaviour among children. In
early childhood, poor monitoring and disciplinary guidance from teachers and
parents lead to increased amount of such behaviour among young children and
eventually results to affect negatively on children’s education.
Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M.,
Lu, C., ... & Devercelli, A. E. (2017). Early childhood development coming of
age: science through the life course. The Lancet, 389(10064), 77-90.
The author of this paper discusses about how children as young as 3 years
old have to face and suffer from developmental deficiency in context of education,
health and other sections. The reason behind this is the distinctive establishment of
programmes and policies set up by the government and schools. The quality of
these programmes vary according to the economic status of family. It is observed
that children of age 5 years or younger from low income and middle income
countries do not have the privilege to receive the developmental programmes that
helps in enhancing the education, health and other significant aspects. They do not
gain the full developmental potential and thus, lag behind. The author even states
that equality in setting up child developing policies is extremely crucial to eradicate
these alarming issues of contemporary time. Furthermore, the paper analyses the
current early childhood development programmes across the globe. In addition to
this, the authors further analyses the progressive nature of these policies over the
period.
Skalická, V., Belsky, J., Stenseng, F., & Wichstrøm, L. (2015). Preschool‐Age
Problem Behavior and Teacher-Child Conflict in School: Direct and Moderation
Effects by Preschool Organization. Child development, 86(3), 955-964.
The article presents the bidirectional relationship in between children's attitude
issues and the conflicts occurring between children and teacher. In this regards, the
possibility or moderation of this closeness between children and teacher were
examined by the child care group size. Almost 819 4-year-old children are being

3CONTEMPORARY ISSUES IN PRIOR TO SCHOOL AND PRIMARY SCHOOL TEACHING
examined in their first grade. Results in this context showed that there were
reciprocal impacts that are related to child teacher conflicts and attitudinal issues of
these children. It has been seen from the article that children with behavioural issues
often tend to be hyperactive, aggressive and performing poorly in their school in
exception to other children in school. Most of these problems are evident amongst
pre-schooler during their early childhood period that may be extended till their
adulthood (Skalická et al., 2015).
According to research done in this article found that, increased relationship
conflicts in between preschool teacher and a child resulted in growing behavioural
issues during their first grade. On the other hand, Heck and Hallinger (2014) stated
that increased closeness between them revealed less amount of behavioural issues.
However, early behavioural problems were not much related to the future children
closeness with their teacher. In this context, the study in this article expands the
present knowledge about the issue by suggesting that the reciprocal connection
between children’s attitude and relationship with their teacher is prevalent from their
primary school till first grade.
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional
functioning and public health: The relationship between kindergarten social
competence and future wellness. American journal of public health, 105(11),
2283-2290.
The article highlights the evaluation of kindergarten teacher’s ratings on
children pro-social skills and the indicator of non-cognitive ability at their preschool
for predicting adult results. In this regards the major objective of the article was to
demonstrate the associations between the children and family with their contextual
features. The result found in the study shows that there is a significant relationship in
between measured social-emotional capability and major young adult outcome
across several fields of education, employment and psychological health.
The article reported that future likelihood of committing criminal acts are highly
influenced by non-cognitive procedures during the period of growth such as social
empathy and ineffective regulation of emotion that are being taught during pre-
schooling stage (Jones, Greenberg & Crowley, 2015). In this context, a specific
study in this article portrayed that non-cognitive capability in the form of self-control

4CONTEMPORARY ISSUES IN PRIOR TO SCHOOL AND PRIMARY SCHOOL TEACHING
during childhood was seen to have adult outcome leading to substance abuse and
crime.
According to Hills, Dengel and Lubans (2015), this acts may take place due
to insufficient levels of social and emotional functions that are increasingly identified
as issues resulting from pre-school teachings. This is specifically found in light of
those researches that reported a value for improving the social behaviour and
learning environment for the early school children.
Bor, W., Dean, A. J., Najman, J., & Hayatbakhsh, R. (2014). Are a child and
adolescent mental health problems increasing in the 21st century? A
systematic review. Australian & New Zealand Journal of Psychiatry, 48(7), 606-
616.
The paper reports that almost one out of five children experiences mental
health issues as a result of social and cultural influences during their early childhood
development. In this regards, it has been found that the 21st century has given rise to
several problems due to these factors. Based on this factors, the paper has
portrayed an extensive range of literature review to locate population studies that
helped to explore mental health changes of the children over the due course of time
(Bor et al., 2014). The participants taken for the purpose of the review were 18 years
with a time frame of 10 years since their childhood to understand the outcome.
Results in this paper revealed that almost nineteen studies amongst all met
the criteria successfully that included studies related to toddlers, children and adults
as well. The overall findings for the young people showed that changing trajectory of
mental health pressures among young children are dependent on their gender and
stage of the early development phase. According to Blair and Raver (2015), it has
been stated that it is a well-developed fact that there are gender-related differences
present in the society and per schooling period that increases the rate of depression
and anxiety disorders amongst children.
Rationale
The issues mentioned from the above discussion clearly suggests that the distinctive
policies taken up by the government along with various challenges such as anti-
social behaviour of children, lack of parents collaboration, health complications

5CONTEMPORARY ISSUES IN PRIOR TO SCHOOL AND PRIMARY SCHOOL TEACHING
among children are some of the issues that primary school educators have to be
observant about. Being observant would not be helpful until necessary actions are
taken up for these issues. Therefore, it is extremely significant that primary school
educator recognise these challenges and take appropriate actions in order to
develop the education among children (Luke, 2018). It is even evident from the
above discussion that teachers interaction with the students even at the tender age
plays a significant role in shaping up his or her academic progress (Duflo, Dupas &
Kremer, 2015).

6CONTEMPORARY ISSUES IN PRIOR TO SCHOOL AND PRIMARY SCHOOL TEACHING
References
Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu,
C., ... & Devercelli, A. E. (2017). Early childhood development coming of age:
science through the life course. The Lancet, 389(10064), 77-90.
Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A
developmental psychobiological approach. Annual review of psychology, 66,
711-731.
Bor, W., Dean, A. J., Najman, J., & Hayatbakhsh, R. (2014). Are the child and
adolescent mental health problems increasing in the 21st century? A
systematic review. Australian & New Zealand Journal of Psychiatry, 48(7),
606-616.
Duflo, E., Dupas, P., & Kremer, M. (2015). School governance, teacher incentives,
and pupil–teacher ratios: Experimental evidence from Kenyan primary
schools. Journal of Public Economics, 123, 92-110.
H. Heck, R., & Hallinger, P. (2014). Modelling the longitudinal effects of school
leadership on teaching and learning. Journal of Educational
Administration, 52(5), 653-681.
Hills, A. P., Dengel, D. R., & Lubans, D. R. (2015). Supporting public health priorities:
recommendations for physical education and physical activity promotion in
schools. Progress in cardiovascular diseases, 57(4), 368-374.
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional
functioning and public health: The relationship between kindergarten social
competence and future wellness. American journal of public health, 105(11),
2283-2290.
Luke, A. (2018). The social construction of literacy in the primary school. In Critical
Literacy, Schooling, and Social Justice (pp. 28-74). Routledge.
Mahmood, S. (2013). First-Year Preschool and Kindergarten Teachers: Challenges
of Working with Parents. School Community Journal, 23(2), 55-86.

7CONTEMPORARY ISSUES IN PRIOR TO SCHOOL AND PRIMARY SCHOOL TEACHING
Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (2017). A developmental
perspective on antisocial behavior. In Developmental and Life-course
Criminological Theories (pp. 29-35). Routledge.
Skalická, V., Belsky, J., Stenseng, F., & Wichstrøm, L. (2015). Preschool‐Age
Problem Behavior and Teacher-Child Conflict in School: Direct and
Moderation Effects by Preschool Organization. Child development, 86(3),
955-964.
Walker, H. M., Shinn, M. R., O'Neill, R. E., & Ramsey, E. (1987). A longitudinal
assessment of the development of antisocial behavior in boys: Rationale,
methodology, and first-year results. Remedial and Special Education, 8(4), 7-
27.

8CONTEMPORARY ISSUES IN PRIOR TO SCHOOL AND PRIMARY SCHOOL TEACHING
Appendix
Article Source Objective Outcome
Mahmood, S.
(2013). First-Year
Preschool and
Kindergarten
Teachers:
Challenges of
Working with
Parents. School
Community
Journal, 23(2), 55-
86.
Google scholar Parent and
teachers
collaboration in
developing
education in
young children.
Parents are
unresponsive in
the mutual
collaboration along
with lack of
communication
between parents
and teachers.
Patterson, G. R.,
DeBaryshe, B. D., &
Ramsey, E. (2017).
A developmental
perspective on
antisocial behavior.
In Developmental
and Life-course
Criminological
Theories (pp. 29-
35). Routledge.
Google scholar Antisocial
behaviour among
children giving rise
to educational
failure.
Peer rejection and
poor monitoring
from teachers and
parents.
Black, M. M.,
Walker, S. P.,
Fernald, L. C.,
Andersen, C. T.,
DiGirolamo, A. M.,
Lu, C., ... &
Devercelli, A. E.
Google scholar Distinctive
development
policies.
Inequality in
developmental
policies in low
income and middle
income countries.

9CONTEMPORARY ISSUES IN PRIOR TO SCHOOL AND PRIMARY SCHOOL TEACHING
(2017). Early
childhood
development
coming of age:
science through the
life course. The
Lancet, 389(10064)
, 77-90.
Skalická, V.,
Belsky, J.,
Stenseng, F., &
Wichstrøm, L.
(2015). Preschool‐
Age Problem
Behavior and
Teacher-Child
Conflict in School:
Direct and
Moderation Effects
by Preschool
Organization. Child
development, 86(3),
955-964.
Google scholar The bidirectional
relationship in
between children's
attitude issues and
the conflicts
occurring between
children and
teacher
The reciprocal
connection
between children’s
attitude and
relationship with
their teacher is
prevalent from
their primary
school till first
grade.
Bor, W., Dean, A.
J., Najman, J., &
Hayatbakhsh, R.
(2014). Are a child
and adolescent
mental health
problems
increasing in the
21st century? A
Google scholar To explore mental
health issues as a
result of social and
cultural influences
during their early
childhood
development.
Changing
trajectory of
mental health
pressures among
young children are
dependent on their
gender and stage
of the early
development

10CONTEMPORARY ISSUES IN PRIOR TO SCHOOL AND PRIMARY SCHOOL TEACHING
systematic review.
Australian & New
Zealand Journal of
Psychiatry, 48(7),
606-616.
phase,
Jones, D. E.,
Greenberg, M., &
Crowley, M. (2015).
Early social-
emotional
functioning and
public health: The
relationship
between
kindergarten social
competence and
future
wellness. American
journal of public
health, 105(11),
2283-2290.
Google scholar The evaluation of
kindergarten
teacher’s ratings
on children pro-
social skills and
the indicator of
non-cognitive
ability at their
preschool for
predicting adult
results.
There is a
significant
relationship in
between
measured social-
emotional
capability and
major young adult
outcome across
several fields of
education,
employment and
psychological
health.