This report examines pre-service and in-service professional development strategies of early childhood education and care (ECEC) educators across 10 European countries from a variety of angles. Data were collected through a comprehensive questionnaire that posed open questions regarding the current resources, practices, policies, standards and innovative approaches undertaken in each country. Results are to directly contribute to the Curriculum Quality Analysis and Impact Review of European ECEC (CARE) project's workpackage 3 (WP3) objective of researching ECEC systems in terms of their significance and potential to increase learning and wellbeing for children. (author abstract)