https://www.eipublication.com/index.php/eijp <p><strong>European International Journal of Pedagogics (ISSN:- 2751-000X)</strong></p> <p><strong>Crossref doi - 10.55640/eijp</strong></p> <p><strong>Frequency: 12 issues per Year (Monthly)</strong></p> <p><strong>Areas Covered: Pedagogics</strong></p> <p><strong>Last Submission:- 25th of Every Month</strong></p> Jenny Michel en-US European International Journal of Pedagogics 2751-000X <p>Individual articles are published Open Access under the Creative Commons Licence: <a href="https://creativecommons.org/licenses/by/4.0/">CC-BY 4.0</a>.</p> https://www.eipublication.com/index.php/eijp/article/view/4865 <p>Inclusive preschool education has increasingly emphasized equitable learning opportunities for children with diverse developmental characteristics; however, gifted and talented children frequently remain underidentified because educational systems traditionally associate inclusion with disability rather than exceptional ability. This study investigates the identification of giftedness, pedagogical practices, quality of teacher–child interactions, and children's educational experiences within inclusive preschool environments through a multi-case analytical perspective. Drawing upon established theoretical foundations, including Gagné's Differentiated Model of Giftedness and Talent (DMGT), Bronfenbrenner's bioecological theory, and interaction-based learning frameworks, the study synthesizes contemporary evidence from preschool education literature to examine how institutional policies, educator beliefs, curriculum implementation, and classroom environments collectively influence talent development.</p> <p>A qualitative multi-case methodology is conceptually adopted to compare diverse preschool contexts characterized by inclusive educational philosophies. The analytical framework applies thematic analysis as proposed by Braun and Clarke (2006) to identify recurring patterns across educational settings regarding identification procedures, instructional adaptation, classroom interactions, leadership support, and child participation. The review further explores barriers such as limited teacher preparation, inconsistent policy implementation, misconceptions regarding giftedness, and insufficient systematic assessment during early childhood.</p> <p>The findings indicate that effective identification depends on continuous observation rather than standardized testing alone, while high-quality teacher-child interactions substantially influence children's cognitive engagement, creativity, motivation, and socio-emotional development. Inclusive pedagogical practices that emphasize differentiated instruction, inquiry-based learning, enriched classroom environments, and collaborative partnerships with families provide stronger opportunities for nurturing diverse forms of giftedness. Nevertheless, considerable variation exists across preschool settings because institutional understanding of gifted education remains inconsistent despite inclusive educational policies.</p> <p>The study contributes an integrated conceptual understanding of gifted education within inclusive preschool contexts by connecting developmental theory, educational policy, classroom practice, and qualitative evidence. The research provides practical implications for policymakers, school leaders, teacher educators, and preschool practitioners seeking to establish sustainable systems for early talent recognition while maintaining educational equity</p> Dr. Nadeesha Perera Dr. Dilshan Jayawardena Copyright (c) 2026 Dr. Nadeesha Perera, Dr. Dilshan Jayawardena https://creativecommons.org/licenses/by/4.0 2026-08-01 2026-08-01 6 08 1 17