Identifying giftedness in young children relies on both parents and teachers. This book highlights the role of these partners in gifted childrens 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...