ABSTRACT
Recent literature on the nature of intelligence, young children’s learning, affective characteristics of the gifted, and the needs of diverse learners has implications for identifications and instruction of young gifted children. A Developmental Model is proposed that integrates this knowledge with the Developmental Curriculum approach supported by The National Report on Identification (Richert, Alvino, & McDonnel, 1982). The model serves as both an approach to identification and appropriate practice for preschool and primary-age gifted children. Suggestions are offered for implementation.
