Gifted child in kindergarten – assessment pitfalls

Issues and considerations raised in the article are related to the identi*cation (assessment) of gi+ed children, o+en described in literature, in relation to selected theories of ability. It is very likely that a gi+ed child characterized by the speci*city of early childhood, commonly de*ned as intelligent, with high cognitive abilities, will abandon its innate, unique potential, entangling in various types of “problems”, taking on the features of the syndrome of inadequate school achievements, etc. in the future, as a result of adverse environmental impacts, the coincidence of events. -e individual case studies presented in the article are intended to illustrate the signi*cance of individual impacts on a gi+ed child of preschool age, due to the speci*c developmental peculiarities of this period.