Preschool period is crucial time for stimulating the development of all existing potentials which children comes into existence with, including the development of those areas that could be more intensively will or will not develop and demonstrate as giftedness. The development and demonstration of childrens talents in some areas of their activities depends on what was genetically inherited, as well as on the environmental influences. In this process, the most important contribution has the family environment and educational institutions in which the children spend more and more time. One of the talented children's abilities is their creativity that enables them the possession of divergent thinking, which results in production of new and original ideas. It is important to become aware of the fact that for their survival, development and achievements, the humanity can greatly thank to the abilities of exceptional individuals. The professional task of the teacher 2 is, as well as with children with developmental disabilities, research and provision of education which will respond appropriately to their unique intellectual, emotional and social needs. It is necessary to additionally educate teachers in order for them to adopt new skills and eliminate the possible misconceptions. In this sense, we can talk on inclusion of the gifted. The promptly identification and work with gifted children is necessary in order to prevent the loss or underachievements. This paper discusses the basic models of defining giftedness, its components (the nature), impacts of families and preschool institutions, and carries the case of a potentially gifted boy's identification.