Biquarterly Journal of Cognitive Strategies in Learning Vol 10, Num 18, Spring & Summer 2022 https://10.22084/J.PSYCHOGY.2021.23510.2275 113 Citation: Ahmadian, Z., Abedi, A. (2022). Developing a Thinking Teaching Model for Gifted Preschool Children: Grounded Theory, Biquarterly Journal of Cognitive Strategies in Learnin, 10(18), 113-134. *Corresponding Author: Ahmad Abedi E-mail: a.abedi@edu.ui.ac.ir Research Articl Page 113-134 Developing a Thinking Teaching Model for Gifted Preschool Children: Grounded Theory Zahra Ahmadian 1 , Ahmad Abedi 2* 1. M.A in Children with Special Needs, Department of Children with Special Needs, University of Isfahan, Isfahan, iran 2. Associate Professor of Children with Special Needs, Department of Children with Special Needs, University of Isfahan, Isfahan, iran Submit Date: 17 February 2021 Revise Date: 21 April 2021 Accept Date: 04 September 2021 Publication Date: 21 June 2022 Abstract Objective: The main purpose of this study was to develop a thinking training model for gifted preschool children. Method: This research was a qualitative study with Grounded theory approach. In this study, 70 books and internal and external research related to teaching thinking and gifted pre-school children were selected through purposive sampling method and data collection continued until saturation. Results: The findings were collected in three levels of open coding, axial coding and selective coding. In the open coding step, 304 concepts were abstracted from the data. In the axial coding stage, after comparing and combining the data, 42 components were extracted and classified. Categories that were conceptually of the same type were placed next to each other based on the nature and semantic load, common features and characteristics and their appropriateness. They were handcuffed in 6 floors . Conclusion: The findings showed that in developing a model of thinking education for gifted preschool children, 7 components about the fundamental challenges in thinking education (causal conditions); 9 components of thinking education policies (contextual factors); 7 components about the obstacles in the implementation of thinking training (interventionist); 12 components on empowerment and promotion of cognitive, social, emotional and artistic skills (strategies); 7 components were effective on personal, social, emotional, academic success (outcomes) and 4 components were effective on the process of teaching thinking to gifted preschool children (pivotal phenomenon). Keywords: Intelligence, Thinking Education, Preschool, Grounded Theory.