ABSTRACT
The chapter aims to provide a description of the characteristics of young gifted children, describe common ways in which giftedness and talent can be identified, make case for broadening the traditional conceptions of giftedness. Gross recommends that practitioners in gifted education adopt the treatment model used by audiologists, in which children are referred for early audiometric intervention based on initial diagnostic testing, and are then retested at later age when the instruments are known to have greater reliability. The chapter explores promising programs across the country that adheres to developmentally appropriate practices as well as provides appropriate challenge for full range of learners. Common elements of these programs appear to include a child-centered focus, curricula derived from students' interests, rigorous curricula focused on important interdisciplinary concepts, and genuine involvement from parents and local communities. The chapter describes the variety of services offered to young gifted children, and offers suggestions for the directions of future research and practice in this area.
