Scoping review examines early identifiers of giftedness and educational strategies for infants, suggesting new approaches.
This scoping review examines the literature on infant and toddler giftedness from 1982 to 2024, exploring characteristics, early identifiers, and interactive strategies that support giftedness in infancy. The review highlights the complexity of defining and researching early giftedness, along with the influence of various paradigms and the associated ethical considerations. Key findings include advanced psychomotor, cognitive, and language skills as early indicators of giftedness, and the importance of a stimulating environment and responsive parental interactions. The review also underscores the significance of key early educational experiences and interventions in fostering cognitive development. Despite the challenges and limited research in this field, the review provides valuable insights and calls for further exploration to enhance understanding and support for gifted infants and toddlers.
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Andrea Delaune (2025) studied this question.
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