What are the basic truths about giftedness that parents have seen and experienced as they follow, and, direct the development of their children? In what ways did sandstorms of misinformation or geological upheavals among theories about just who is or is not gifted bury good sense about nurturing the creative responses seen on a daily basis in children? How might the promotion of giftedness be different than it was 10 years ago or 50 years ago, especially given the fact that it is now known that infants are incredibly more responsive than we had assumed? Are teachers in schools working under the same principles now as then about how to teach children who are showing precocious understanding and gifted behavior, or are there new principles that have been overlooked? What constitutes gifted behavior? Are there new options for parents to assist in that discovery process? As a matter of fact, might parents be allowed, expected, even encouraged to be the educators primarily responsible for action plans and implementation? A number of current leaders in this field have already been actively pursuing such retrospection, as well as looking into the future, generating rich ideas that give hope and direction, spirit and opportunity, to parents for nurturing emerging giftedness in children. Their explorations will stimulate a multitude of important ideas about directions parents can and should be pursuing.