@Sleepeazie I am a primary teacher with a PhD and first degree from a very highly respected institution. My job is different from a teacher in secondary, sixth form, oand HE, but is not ‘easier’ because I teach younger children.
Take planning - the NC is very broad brush for primary and there are no exam content specifications BUT schools are required to work out a full progressive curriculum for every year from these statements, in terms of what every child must learn, be able to do, and remember. That needs to be consistent across classes in each year group and progressive between year groups. As a result, the vast majority of primaries have to create full written long, medium and short term plans and resources - and then adapt them for the 1 in 4 or more children per class with different levels of SEN as well as making sure the most able make progress.
Equally marking - every book for the next lesson in the same subject is the normal policy, so between 3 and 6 full sets of books each day, depending on how lessons fall.
SEN paperwork and pastoral support us also typically done by class teachers, there being no-one else.
Teaching us not easier because children are younger- I have the deepest respect for my EYFS colleagues, who teach 30 children of all abilities to read, year in and year out. Just because I can read well doesn’t mean I can teach reading well!