The document summarizes a study on early childhood education (ECE) professionalism in Bologna, Italy. It describes the study's methodology of interviewing ECE teachers through focus groups. Key findings are that teachers view professionalism as comprising three dimensions: pedagogy, professional competence, and relationships. Pedagogy involves understanding children's needs in social contexts. Competence requires constant learning and reflection. Relationships, especially collegiality, enhance professionalism through collaboration and shared responsibility. However, policy developments emphasize managerialism over ethical practice in prioritizing outcomes over care and increasing governmental control. The implications discussed reaffirming ECE professionalism as an ethical practice through collaborative research resisting authoritarian policies.