Although many authors have dealt with, are dealing with, and will deal with the term giftedness, it is still a broad and vague term in education. Theories about giftedness and its definition reach far back to the beginning of the 20th century. Among the theorists and researchers of giftedness, L. Terman, J.P. Guilford, A.J. Tannenbaum, J.S.Renzulli, H. Gardner, R.Sternberg, and many others stand out. What everyone agrees on is the fact that gifted children are different, they are distinguished by their will, passion, and dedication to what they do. That inspires respect from people around them, but also fear, the feeling of helplessness and failure in those who work with these children, like teachers in kindergartens, because of the lack of education about how to adequately support those children. The role of the entire education system is to participate in the timely identification of potentially gifted children, especially at the earliest, kindergarten age. The theory is clear, but the practice is a little more complicated. When it comes to professional training of educators, there are often obstacles and problems. In this paper, along with a theoretical overview of the topic, the position of giftedness in national documents - the National Curriculum for Early and Preschool Education and the Framework for Encouraging Learning Experiences and Evaluating the Achievements of Gifted Children and Students - will beanalyzed, an example from practice will be given as well as suggestions on how to include theory more into practice. KEYWORDS: education, giftedness, identification, recognition, training.