This paper presents a narrative case study of an innovative Froebelian approach to professional development, implemented in a large Nursery School and Family Centre in southern England undertaken as part of an extended programme of research and development funded by the Froebel Trust from 2021-2024 which was trans-national, including two early childhood settings, one in England and one in New Zealand. The research and development programme had two overarching aims: 1. To document and develop a Froebelian pedagogic approach for contemporary times; 2. To generate and disseminate a Froebelian professional development process which secures development, flourishment and wellbeing for both child and educator. The professional development process was documented and thematically analysed by 20 educators and 5 researchers working collegially as a Community of Practice (CoP) and resulted in the development of a Praxeological Approach to Professional Development (PAPD) embodying seven empowering PD processes. Our evidence suggests this approach has improved wellbeing of the educators enabling them to flourish in four domains: Professionally, Personally, Psychologically and Civically, and countered key challenges facing the early childhood workforce in England generating a crisis in recruitment and retention. This paper sets out the theoretical, methodological and ethical approach embodied in the PAPD and presents qualitative evidence of its impact on the 20 educators involved suggesting that PADP has potential for wider transferability across the early childhood sector to enhance workforce recruitment and retention.