Intergenerational Learning and Mentoring in Early Childhood Education: Perspectives, Challenges, and a Conceptual Model for Professional Development
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E4/2026-14Keywords:
early childhood education, professional development, intergenerational learning, mentoring, experiential knowledgeAbstract
This article proposes a reflection on intergenerational learning dynamics in early childhood education, in a context where the ageing of the Portuguese teaching workforce contrasts with the delayed entry of new professionals. An integrative review of studies published between 2018 and 2025 highlights that interaction between senior and early-career educators fosters the transmission of experiential knowledge, pedagogical innovation, and the development of digital competencies.
Four models of practice are identified: traditional mentoring, reciprocal mentoring, intergenerational communities of practice, and organizational arrangements involving the redistribution of days off. The findings point to mutual benefits for professional identity and well-being, but also to barriers such as the lack of formal recognition of informal mentoring and the limited coordination between differentiated schedules.
A replicable research protocol is also presented, which may guide future studies in the Portuguese context, contributing to the recognition of teaching as an intergenerational profession.
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