DOI: 10.15804/tner.2024.76.2.07 Mojca Kukanja Gabrijelčič University of Primorska, Faculty of Education, Slovenija Lara Lukač Elementary School dr. Slavka Gruma, Slovenija Polonca Serrano Alma Mater Europaea – ECM, Slovenia Discovering and Supporting Gifted Children in Kindergarten: Approaches and Practices of Preschool Teachers in Slovenia Abstract e study aimed to investigate the attitudes of preschool teachers towards giſted children. A sample of 70 Slovenian preschool teachers was included in the study. e data was collected using a quantitative data collection technique and a questionnaire as a measurement tool. e results showed that preschool teachers believe giſted children’s characteristics are most eas- ily recognised in the preschool years, especially in the second age group (3-6 years). Most respondents (82.9%) believe it is easier to recognise giſted- ness in children in the general intellectual domain. Most preschool teachers consider pedagogical differentiation and individualisation important when working with giſted preschool children. More than half of the respondents (57.1%) answered that they do not use tools for discovering giſted children, and the majority of them believe that they do not know the early signs of giſtedness. In conclusion, giſted children should be identified in early child- hood so that their development and potential can be adequately nurtured. Keywords: giſtedness, preschool, identification, education Introduction Giſted individuals differ significantly from their peers in some characteristics, such as intelligence, creativity, diligence, commitment and motivation (Chan,