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Identifying giftedness in young children relies on both parents and teachers. This book highlights the role of these partners in gifted children's learning and in determining their intellectual potential. The method presented comes from the perspective that practitioners need a working process to identify giftedness and that IQ tests are not needed nor required to identify giftedness in young children. Instead the ability to comprehend and understand information lies at the heart of identification. Making meaning from pictures and texts and constructing episodes that eventually connect and assist in solving problems presented through stories is proposed. The ability to make inferences in order to create meaning is so challenging it can provide a pragmatic approach to identifying giftedness in young children. This book presents a cognitive view of intellectual functioning by examining what young children do when they are engaged in the problem/solution picture storybook. The spontaneous interactions of four Australian preschool children illustrate identification in ways we may have never previously considered.
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