This monograph addresses issues and problems related to identification of and programming for gifted/talented children of preschool, kindergarten, and primary age. Barriers to early identification and programming are identified. A rationale for early identification and programming is presented, followed by administrative options including mainstreaming, pull-out programs, mentors/tutors, after-school programs, Saturday programs, and summer programs. The process of differentiating a curriculum for young gifted children is described. Elements of conceptual models used for developing an instructional program are then outlined, including a theoretical base, curriculum, instructional methods, child assessment, teacher role, teacher-child interactions, use of time, and use of space. Also addressed are methods of serving the gifted handicapped, serving the gifted from low-income and minority homes, and involving parents. Three model programs developed at the University of Illinois are described: Retrieval and Acceleration of Promising Young Handicapped Talented Children (RAPYHT), Bringing Out Head Start Talents (BOHST), and the University Primary School. The document includes sample instruments such as screening checklists, as well as lesson plans for the classroom and the home in art, music, creativity, reading, math, and psychomotor talent. (JDD)