GIFTED EDUCATION MEETS EMILIA,REGGIO - VISIONS FOR CURRICULUM IN GIFTED EDUCATION FOR YOUNG-CHILDREN

The purpose of this article is to explore the relationships in curricu lum thinking, development, and implementation between gifted education and early childhood education. Young gifted children (ages birth to e ight) are among the most underserved populations of gifted children; y et, we know that early intervention has a significant effect on their continued development. In this article, we provide a review of the cur rent curriculum models used in gifted child education and early childh ood education, focusing on a comparison of the two. We examine the rol e of the child in the curriculum making, the voice of the parents, and the responsibilities of the teacher. Finally, we turn our attention t o the Reggio Emilia approach to early childhood education as a means t o expand our view of ''curriculum,'' the importance of the environment , and the crucial need to use the child's needs, interests, and abilit ies as the initial and sustaining focus of curriculum development.