Early Childhood Gifted Education: Pathways to Equity

Dear Colleagues, 

We know that access to high-quality early childhood learning experiences has a long-term impact on children’s lives, including higher academic achievement, greater access to post-secondary education, and jobs that result in higher incomes in adult life. However, historically, early childhood gifted education has mostly been accessed and implemented for young students who have had opportunities to engage in early academic activities. These students typically “test” well on measures of cognitive ability and demonstrate advanced academic skills, thereby creating an equity of opportunity gap from the earliest entrance into schools. This Special Issue, entitled “Early Childhood Gifted Education: Pathways to Equity”, is an opportunity for scholars within and outside of the field of gifted education to explore and share studies that have demonstrated that high-quality early learning experiences and pedagogy that elicits children’s strengths as starting points for growth provide equitable access to advanced learning opportunities for all young children. 

The purpose of this issue is to examine through critical perspectives the current research that highlights how high-quality early education can contribute to developing the strengths and talents of children from diverse backgrounds that will ultimately lead to reducing achievement and equity gaps that are present in current K-12 education. This issue is situated within the growing body of early childhood literature that examines social and cultural concepts of “kindergarten readiness” and policy issues that impact current accountability systems for funded programs. The editor of this Special Issue will particularly seek articles related to the relationship between policies and systems that influence choices for curriculum and instruction and how those choices influence outcomes for young children. 

Prof. Nancy Hertzog
Guest Editor

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• Early childhood
• Gifted
• Equity
• Critical perspectives