Abstract
Identifying gifted children is crucial for providing them with appropriate education in preschool. Gifted education providers use IQ tests, teacher feedback, and expert reports for grouping such students. Added to that, this study explores the perceptions of parents in identifying giftedness in preschool children. Based on qualitative research approach, the researchers first investigated how eighty-one families define children with gifted potential. Later, these family responses were grouped based on the IQ test results of the children who were listed as normal or with gifted potential. Analysis of the data revealed several characteristics for defining preschoolers with gifted potential. These characteristics include proficiency in the mother tongue, curiosity, strong memory, interest in math and foreign languages, musical talent, fast comprehension, sociability, high attention, reading and writing early, logical thinking, and creativity. However, most of these characteristics were also mentioned for students with normal test scores. Implications and results are discussed at the end of the paper.
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