This conference presentation begins with an outline of the assumptions involved in a theoretical model for the teaching of creatively gifted young children. The assumptions include: (1) creativity is continuous, not dichotomous; (2) creativity is a dynamic, interactive, and multidimensional process; (3) creativity may encompass intentionality but requires awareness; and (4) creativity is a higher order intellectual process. The model is then presented, with components considered integral to the creative process: biological aspects, psychological aspects, sociological aspects, and knowledge (both conceptual knowledge and strategic knowledge), all resulting in a creative product or performance. The model's application to a preschool for economically disadvantaged children called Kaleidoscope is then described. Suggestions are offered based on this application. They include: educational interventions at any level must be keyed to the degrees and varieties of giftedness served; educational interventions must be dynamic, interactive, and multidimensional; interventions should promote awareness of creativity in the student, in their parents, in their teachers, and in their community; interventions that are primarily designed for enhancing the development of creativity will also impact other intellectual processes; interventions planned for creative children should consider all components of the model; and class content, process, product, and environment must be adapted to promote opportunity and affirmation. (Contains 45 references.) (JDD)