Giftness is a complex term for the definition of which there is no single definition. Despite numerous definitions of giftedness, there are differences in the definition of the term itself. Parents, as guardians of the child, should be especially careful in educational measures. If they notice that their child is gifted, they should first consult with professional associates and determine the existence of giftedness. In order to work with gifted children, we need to take into account the knowledge about the characteristic and needs of the gifted, the knowledge about the nature of giftedness and the most optimal way of working with such children. What parents and educators ask themselves as a basic question is what must be the content and methods of educational work with these children in order to meet their basic needs. It is important to involve parents in the educational program because they know their children best. Early identification of gifted children is essential in recognizing giftedness. Therefore, teachers have an important role to play here. A quality and capable teacher recognizes the signs of a child's rapid learning as well as his development of the ability to perceive. A gifted child requires special attention. In this research, I tried to examine the role of educators in the development and encouragement of giftedness in children. The aim was to examine whether the experiences of pedagogues in smaller towns in Zadar County differ from those in the city of Zadar. Research has shown that educators play a second role, the role of observers in working with gifted children. The teacher has a key role in regonizing giftedness. Educators feel that they do not have enough experience or competencies to work with gifted children. Collaboration with parents is consired crucial and important in recognizing giftedness.