Giftedness is a form of advancement in realising, thinking, executing certain tasks etc., and in relation to one's peers. Giftedness is manifested extremely differently and so we oftentimes hear that there are as many types of giftedness as there are gifted individuals. This, however, is only a saying – the academic society has “dug into“ the concept and the manifestations of giftedness at the end of the 20th century and we have since then been given an abundance of referential sources on the matter. In the earliest ages of one’s development, an individual is especially sensitive; given these are the formative stages of development that will later decide on one’s overall character. In this context, the building of a good based self-esteem is one of the most important procuration matters necessary in order of one’s full potential being realised (regardless of one’s type of specific aspect) in the case of giftedness. Within the educational system, the concept of giftedness has only in recent years been revised and addressed, and only in the last fifty years, the first standardised systems dedicated to gifted children have begun to be implemented. Today, however, the situation is significantly different and there are many ways of endorsing giftedness; however – the most important relations are those between the child and its family, and then their collaboration with the (educational) system which is chosen as the most adequate for the gifted child. The educational system can as such be described as a system in which there is a potential for a positive changes, especially when those are oriented towards integrating special individuals into the, historically speaking, a wide standard collective.