Ideally, schools should tailor access to unique learning opportunities to match the strengths and needs of each child. As schools engage in preschool screening for kindergarten, Headstart, and other preschool programs, staff should be alert to early recognition of students' strengths. While noticing students' deficits is very important, early signs of academic potential such as an interest in reading, advanced mathematical understanding or possession of a large fund of knowledge, should also be noted. Early Childhood programs must create a balance that makes provisions for students with advanced skills who need academics early while, at the same time, providing for students with unusual potential who demonstrate problem solving skills but require a more developmental approach to reading and mathematic instruction. Early identification of gifted students, K-3, is frequently recommended, but seldom implemented.
Most gifted services begin in the upper elementary grades.
Delaying identification compounds problems associated with finding gifted minority students, especially those students from disadvantaged backgrounds. If such children are not found early, they are unlikely to receive appropriate instruction and may develop a poor academic self-image. These students come to school less ready to profit from school experiences. Poverty, lack of early enrichment experiences and differences in language and culture often prevent them from refining and extending their skills.