Australian school systems have policies that permit accelerative options to meet
the needs of students identified with gifted potential. However, practice demonstrates
that this accelerative option is often negatively regarded by decisionmakers
and, consequently, is infrequently implemented. Reasons for not allowing
early entry, for example, focus more on the child's social, emotional or
physical development than their intellectual readiness. While there is research
exploring this conundrum, the voice of parents is under-researched. This chapter
presents the case studies of two four-year-old preschoolers who were purposively
selected for the study. Both were suitable candidates for early entry, but their
parents in each case were advised against early entry by preschool personnel.
These case studies illustrate the complex interplay of social understanding,
emotional maturity and intellectual precocity in young children. They illustrate
the need for better training of Early Childhood teachers so that they can appropriately
respond to the needs of such individuals.