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Baby room practitioners need to tune in to those in their care by understanding the babies’ non-verbal communication, as well as their own, explains Charlotte Goddard

Is your nursery space working for or against gender diversity? Dr Jen Lyttleton-Smith examines why promoting gender diversity and avoiding stereotypical roles is important when working with young children, and how settings can change their practice and environment for the better

Professors Kathy Goouch and Sacha Powell tell Nursery World what their Baby Room Projects have achieved, and three areas provide case studies of their experiences of taking part in the work

One award-winning school in London strives to be gender-neutral and help children embrace different family make-ups. By Nicole Weinstein

Food tastes better when you cook and eat it outside. Mary Llewellin offers some useful tips

Nurture Groups offer children and young people with difficult emotional, social and behavioural needs a safe place within their school where their problems can be addressed. By Caroline Vollans

Whether or not the term ‘gifted and talented’ is appropriate for the early years, all young children need to be able to find and explore their fascinations, explains Caroline Vollans

The work of Carol Dweck tells us that encouraging a particular way of thinking - that talent and intelligence are not 'fixed' - can make all the difference to how children learn. Jan Dubiel explains.

What is 'spirituality' and how do early years practitioners promote it in young children? Marion Dowling offers suggestions