Identification of young gifted children in childcare and kindergarten: A mixed methods study

Early identification of gifted children is crucial for meeting their specific developmental needs. However, early identification is complex. This mixed-methods study examined childcare workers’ (n = 42) and kindergarten teachers’ (n = 97) identification practices, adjustments for gifted children, and self-efficacy in identifying giftedness. Moreover, five case studies provided qualitative insights. The results indicate that kindergarten teachers, unlike childcare workers, commonly use protocols and instruments to identify young gifted children. Furthermore, kindergarten teachers had greater knowledge of the characteristics of giftedness than childcare workers. Both groups of professionals felt somewhat competent in identifying giftedness. This study highlights the need for more research on giftedness in childcare and kindergarten, the training of professionals, and materials for identifying young gifted children.