Nine author-contributed papers focus on the needs of preschool gifted and talented children. M. Karnes presents "The Challenge" of educating this population, reviews characteristics of gifted/talented children, and offers guidelines for developing programs for students, including gifted minority and gifted handicapped children. A variety of identification models is considered by A. Shwedel and R. Stoneburner in "Identification," including information on specific standardized measures. Problems in identifying young children from special populations are also considered. Five conceptual models (open classroom, Structure of the Intellect, Enrichment Triad, Bloom's Taxonomy and Williams' Cognitive Affective Model) are described by M. Karnes, P. Kemp and M. Williams in "Conceptual Models." Characteristics, selection, and training of teachers for the gifted is the focus of another paper, "Teachers," by Karnes. Examples of differentiated curricula in the academic skill areas are provided and suggested approaches to encouraging creativity, divergent thinking, and higher level thinking skills are discussed in "Differentiating the Curriculum" by M. Karnes, S. Linnemeyer and C. Denton-Ade. The development of self concept, self esteem, and social development, and techniques to enhance them are suggested in "Affective Development," by K. Abroms. "Creativity and Play" presents a discussion by A. Gunsberg on ways to encourage creativity through play. Research on the influences of parental attitudes and behaviors is reviewed by M. Karnes in "The Role of the Family." He also offers options for parent involvement in the education of their gifted child. In a final chapter, "Evaluation," A. Shwedel discusses the importance of, and reviews models for, evaluating preschool gifted programs. (CL)