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This full text article is a book chapter from To Be Young and Gifted. Author Ellen Moss focuses on early patterns of mother-child co-regulation effects on the emergence of metacognitive abilities during the preschool period. Given the significance of this period, comparison of joint problem solving of gifted and nongifted preschoolers with their mothers may have both theoretical and practical significance for the wider fields of developmental and educational psychology.
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This full text article by David Farmer discusses strategies for identifying and parenting highly gifted preschoolers. It contains an excellent chart estimating the normal development timetable for developmental milestones in toddler and preschool development. This is contrasted with the timetable for a child who is developmentally advanced.
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This full text article by Lannie Kanevsky discusses a study that was done on gifted and average intelligence children in two different age groups. The groups were given games to play to see the differences in problem-solving ability and strategy between the groups. Results indicate differences in the application of previously learned strategies.
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This full text article by Miraca Gross is a classic article on the development and needs of profoundly gifted children in infancy, toddlerhood and the preschool years. It discusses some of the hallmarks of extreme precocity in the very young. Other topics include identification and accommodation of these children.
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This full text article by Kathi Kearney points out the need to recognize the gifted early in life. It also discusses the lack of research and makes a strong case for more study of highly gifted infants. It offers a handful of references on high intelligence in the very young.
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