Gifted Preschoolers: Parent and teacher views on identification, early admission, and programming

An exploration of the issues and concerns of the parents of gifted preschoolers and preschool/kindergarten teachers surrounding early identification and programming for giftedness was undertaken using a survey. The majority of parents reported that early identification can (91%) and should (74%) be done, white teachers acknowledged each at 78% and 50% respectively. The practice of differentiated curriculum was supported by 76% of parents and 32% of teachers surveyed, while the educational option of early entrance was supported by 37% of parents and 7% of teachers. The physical domain was superseded by both social‐emotional and intellectual domains in the levels of importance for early entrance consideration by both respondent groups. Parental requests for information were categorized as resources for additional challenge, disciplinary techniques, educational options, and parenting guidelines. Teachers required information on balancing differing development rates and supportive programming. A number of professionals were acknowledged by both groups as beneficial to acquiring requested information, including school staff, support groups, medical staff, psychologists, the media, and political lobbyists.