This article is based on doctoral research which contributed to my understanding of early years professional development and learning grounded in Froebelian principles. Through two freestanding but related case studies in London and San Miniato, the article explores the current professional learning and development for educators working with children aged 0-3 in the UK and 0-5 in Italy, focusing on the ways in which educators develop and conceptualise their professional identities. Through data collected using interviews and activity-based focus groups and analysed with Clarke's situational analysis, I have found two systems of professional learning not in contact with educators' everyday realities. Educators expressed the need to be more actively involved with the design and delivery of professional learning courses. The findings point to the need for educators to be given more opportunities for self-reflection to confront their knowledge with others. It is important to provide educators with adequate support to help them buffer against the extreme mental and emotional demands of the job with an offer of professional learning that is flexible and shaped around their needs.