Children, particularly young children, demonstrate characteristics of giftedness in many different ways. These characteristics manifest themselves based on gender, experiences, cultural identity, personal passions and interests, and family or community. Gifted children develop asynchronously. Morelock (2000) stated that "asynchrony in the gifted population means a lack of synchronicity in the rates of their cognitive, emotional and physical development." This asynchrony is present in young gifted children and can pose challenges when addressing social-emotional characteristics. There are a few strategies that are universally applied when addressing social-emotional characteristics of gifted children. Cross (2005) provided the following strategies: (1) teaching the child to anticipate and understand how he or she reacts to events and situations; (2) providing techniques and strategies to either change the reaction or deal with his or her reaction; (3) guiding the child in dealing with the difficulties and as he or she develops strategies; and (4) communicating with teachers and other caregivers to understand the child and the goals for the child. By using a variety of strategies to meet the social and emotional needs of the child, there is better chance of him or her developing appropriate coping skills. (Contains 1 table and 5 online resources.)