An interview protocol containing 119 items was administered to identify patterns of attitudes and practices among fathers of young gifted children (N = 9) which differed from those among fathers of young non-gifted children (N = 10). Although there were many similarities, differences were observed in six thematic areas: general involvement, reading emphasis, orallanguage emphasis, psychomotor emphasis, concern for the child's self-esteem, and push for independence. Implications for educational practice and for research are discussed.
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