Early identification of preschool gifted children creates the opportunity for early intervention. Gifted programs with an early childhood focus should challenge the students’ strengths. Individualization should be the rule for preschool curricula as well as all other levels for the gifted. While this does not have to mean a constant one-to-one ratio, the curriculum content should be closely linked to the quality of the relationship between the student and adult.
An ideal preschool gifted program would help children develop independence in learning to prepare them for the expectations teachers will have for them as they grow older. The format should combine the informal style of kindergarten with advanced content matched to the student's advanced intellectual and academic skills. Appropriate acceleration in subject matter would be made without expecting equally accelerated skills in other areas. The program should emphasize discovery learning, open-endedness, group process and interaction, and encourage independence and self-direction.
Preschool classrooms often use the unit approach, studying a topic such as animals or the seasons for a week or more. This practice is easily adapted to education for the gifted preschooler because the amount of instruction planned at each level depends on individual needs and interests. Programs for gifted children should be developed for the child’s actual performance level, not just the child’s age level.