Abstract
In this paper, main problems regarding preschool teacher's subjective theories, problems and professional development in working with gifted children are presented. The results of the empirical research show the following problems: preschool teachers are inadequately informed about the issues concerning identifying and working with gifted young children; they tend to have low self-competence in identifying personal characteristics of gifted children and in the appropriate use of teaching strategies when working with gifted children; they stress the necessity for further education and professional training in the field of gifted children education. In addition to various possibilities of further education and in-service training, there are some issues that should be arranged on the national level, e. g.: empowering preschool teachers; providing teaching materials, teaching aids and special - didactic recommendations; shorter training workshops and others
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