However, evidence consistently suggests that these proximal processes of children’s everyday experiences, i.e. process quality, are the primary driver of children’s development and learning in ECEC (OECD, 2018). There is also a lack of consistent descriptive data on the general work and working conditions faced by ECEC staff, including, for instance, the work climate, professional development opportunities, and other staff and centre characteristics. The roadmap identified a significant need for better and new data on ECEC to help countries make well-informed policy choices - in particular staff-level data on process quality (OECD, 2018), learning and well-being environments (namely, the ECEC environment) and child development, well-being, and learning outcomes (also referred to as child outcomes).