Proper

Abstract

This theoretical investigation was undertaken in an attempt to develop ‘an inclusion model for gifted children in Kindergarten.’ As a supportive strategy, the inclusion model will help teachers provide the children with positive learning experiences and optimize their manifestation of giftedness within general public education, without impairing their talents. Much previous research has reported that a main reason for the difficulty in activating gifted education in South Korea is because of controversial issues on targets, scope of gifted education, difficult identification of giftedness, and setting educational goals or designing contents. In this respect, therefore, this research is meaningful in helping promote responsive interactions between teachers and children, and create a positive educational environment with abundant learning experiences tailored to individual needs.