A Preprimary School Teachers’ Perspective on Early Childhood Giftedness

Background/purpose.This article explores the often-overlooked perspective of preprimary school teachers on early childhood giftedness.It delves into the multifaceted nature of giftedness, extending beyond high IQ scores to include exceptional creativity, problem-solving skills, and advanced language abilities.Materials/methods.This review article provides a brief literature review on preprimary teachers' perspective on early childhood giftedness.Practical implications.The article highlights the pivotal role of preprimary school teachers in identifying and nurturing these young gifted minds, despite the challenges they face, such as a lack of specialized training and resources.It underscores the pressing need for specialized training programs for these teachers, which would equip them with the skills necessary to identify early signs of giftedness in children and to develop appropriate teaching strategies.Conclusion.The article concludes by emphasizing the invaluable contribution of preprimary school teachers in understanding and nurturing early childhood giftedness, and the importance of investing in their training to ensure that gifted children receive the appropriate support needed in order to reach their full potential.