ABSTRACT
This chapter provides an equity lens to serving young children in gifted education. The author questions historic conceptions of school readiness, and the systemic barriers to advanced learning opportunities including policies and practices of early identification which label young children gifted. Using a framework for advancing equity in early childhood education, the author proposes action steps to creating welcoming, enriching, and academically challenging early child environments for all young children. Specific changes in practices and policies are recommended, including the use of ongoing portfolio assessment, a robust professional development program, and the implementation of emergent approaches to curriculum and instruction that allow young students to engage in culturally responsive and enriching activities that inherently develop their strengths and talents.
