ABSTRACT
The hardship and pressure on giftedness does not begin when a child enters school, but has origins in the family system and particularly whether children are exposed to preschools. The family system is integral to the identification and support of young gifted children. Parents and educators typically can spot academic characteristics of giftedness; however, they often perceive advanced development in other areas as a problem. The early identification of precocity is critical in assisting children to reach their potential. This chapter examines roles and the environmental factors that affect both the parents and their children. Recommendations for improvements focus on the three areas of community resources, early childhood education, and the early grades of K-12 educational systems. Community resources must become aware of the need to develop the abilities and talents of high-ability children from diverse backgrounds so that parents who are unable or unaware of such resources can become partners in the development of their child's abilities.
