Identification of exceptional potential in young children, especially those from culturally diverse and economically disadvantaged backgrounds, must become a better informed process if we are to provide necessary and appropriate schooling to develop that potential. A case for idiographic assessment to complement nomothetic information is proposed. The purpose of this study has been to extend knowledge about the many ways emerging giftedness in young children from diverse backgrounds may be observed in home and school settings, and in the particular setting of a specialized summer program for bright 3 and 4-year-olds. Emergence of intelligence and extraordinary competence are documented in children's content and symbol system preferences, modality consistencies in information gathering, exploration pace, play preferences, and peer and adult interactions. Observed behaviors are described, illustrated by examples in context, categorized as to epistemological orientation, and related to Gibson's human behavior hallmarks.
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