Dare Not to Compare

Abstract

This chapter urges educators to think differently about identifying and serving young children in gifted education services. Embedded in the chapter are principles for creating equitable services for young children which include focusing on and respecting the strengths and talents that all young children bring to their early learning environments. Creating thinking environments maximizes opportunities to promote and strengthen intellectual engagement as well as social and emotional development. Described through the metaphor of a jazz musician, the author emphasizes the important roles that teachers play in implementing culturally responsive pedagogies that embrace teaching for social justice. The author concludes with a scenario that illustrates the principles for creating equitable services for all young students and reiterates the need to change conceptions of early childhood gifted education from comparative practices to strengths-based and appropriately challenging instruction for all.