Promotion of very Able Children of Preschool Age

Abstract

The reform ideas in kindergarten education in Germany more than twenty years ago did not change the insufficient recognition and promotion of gifted children in pre‐school age substantially. The stronger consideration of socialising environments though improved the equality of chances for children from disadvantaging socio‐economic and ‐cultural backgrounds. The cognitive and behavioural characteristics of gifted pre‐school children mean remarkable challenges for their parents and educators. A more‐dimensional, holistic, child‐ and action‐oriented educational‐psychological approach for the work with gifted children in pre‐school age is proposed.