The purpose of this article is to explore the relationships in curriculum thinking, development, and implementation between gifted education and early childhood education. Young gifted children (ages birth to eight) are among the most underserved populations of gifted children; yet, we know that early intervention has a significant effect on their continued development. In this article, we provide a review of the current curriculum models used in gifted child education and early childhood education, focusing on a comparison of the two. We examine the role of the child in the curriculum making, the voice of the parents, and the responsibilities of the teacher. Finally, we turn our attention to the Reggio Emilia approach to early childhood education as a means to expand our view of "curriculum," the importance of the environment, and the crucial need to use the child's needs, interests, and abilities as the initial and sustaining focus of curriculum development.
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