In this paper, we present an argument for Practitioner Inquiry (PI). We briefly introduce PI, and we indicate how PI recasts the professional and political role of the Early Years Practitioner (practitioner). At the core of this article is the work of the early childhood pioneer, Friedrich Froebel (1782-1852). Froebel provided principles to support the continued professional development of practitioners. We draw on data from our Froebelian Futures project, which could be described as a call to action, where practitioners are viewed as research active, and competing values exist. Several strong, committed practitioners gave their time, energy and intellectual resources to further enhance their knowledge of Froebel and develop their skills as researchers. This led us to ask questions about the role that ethics plays in PI research and the boundaries that exist between university ethics committees and more practitioner led research.