After a preface, the first chapter of this book sets out to explore the nature of intelligence. It considers the labels used to describe gifted and talented children and looks at how the adult's beliefs about intelligence will impact on what they do, say and look for in the early years setting. It challenges educators to think about the nature of intelligence. Chapter 2 investigates the tricky area of identification. It suggests practical ways of identifying young gifted and talented learners--interview questions, observation sheets and tracking sheets are suggested as ways of building up an "holistic picture" of a child and their abilities. Once this information has been gathered, the chapter considers how to link that information to national documentation in order to develop challenging learning experiences. Chapter 3 considers four curriculum areas--physical movement/motor development, music, language and mathematics--and offers some suggestions as to what may be advanced responses to common early years activities and resources in these areas. The next four chapters, chapters 4-7, consider each individual curricular area and contain ideas for challenging activities. The activity sheets can be used as they appear or can be adapted and developed to suit individual settings. These chapters may be "dipped in and out of" as a particular need in a particular curricular area arises. The final chapter pulls together the thoughts and ideas from throughout the book. It highlights the need to challenge gifted and talented children and to ensure that educators offer challenging learning opportunities for all. Also included in the book are a list of references, a glossary, and an index.