ABSTRACT
Providing affective education for young gifted children is an issue that has been much debated in the literature. Controversy centers around the nature of affective education, the effectiveness of the approach used and characteristics and needs of the gifted child that may make affective education uniquely beneficial to this group. The purpose of this article is to provide a selected review of the literature related to these issues and to suggest an organizational structure for designing affective education programs in the schools.
