Recognizing and developing a gifted preschooler's ability is an initial step in the growth of a child. The discussion of basic principles and evidence of effectiveness here addresses two major areas of concern in gifted preschool program development: identification and the learning environment. The data discussed were collected on children ages 3-5 who participated in two rural preschool gifted and gifted-handicapped classrooms in Montana. The findings indicate the need for the use of several different types of instruments in the selection process, and an emphasis on enrichment and flexibility in designing the learning environment.
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