Giftedness may be measured with standardized tests at later ages, but, at younger ages, children are typically observed by teachers to measure giftedness. Their intellectual abilities are determined by their development relative to other students and the corresponding skill set for their age group. Kindergartners may be measured by the speed at which they reach certain milestones or skills, such as reading, spelling, color recognition, creativity, interaction with others and self-control.
Giftedness may be measured in a variety of ways, and children who exhibit giftedness often excel in a particular area, such as math or science. Sometimes a gifted child will also have very specific talents or interests, such as an affinity for language. Although these early signs sometimes indicate a child's inherent abilities and preoccupations, some experts debate whether giftedness before elementary school is indicative of a predisposition for giftedness as an adult.
Certain characteristics can be indicative of giftedness in kindergartners. These abilities include attention to detail, ability to observe things patiently, ability to find creative solutions to problems, taking pleasure in intellectual activities, exhibiting critical thinking skills, and willingness to try new things. These characteristics do not always indicate a gifted child, but they can predispose a child to develop tendencies that make her successful in school and her adult life.
Many young children may not exhibit signs of giftedness until they are much older, which dispels the myth that gifted kindergartners will impress teachers and parents at an early age. Another myth is that gifted children do not have behavior problems, which is not true. Gifted children may be more inclined than others to have behavior problems because they do not feel stimulated by class material or they become frustrated with their less-gifted peers.