In children, awareness of written language develops very early, when the child begins to show a basic understanding of the function and meaning of written language. A quality environment that encourages the child's future reading development implies active involvement of the child from his birth. Children with great intellectual abilities are often advanced readers, and while many gifted children may not read before they go to school, early reading is certainly a strong indicator of giftedness. The most common strategy to meet the needs of advanced readers is to speed up reading by providing them with material above their current level and enriching the reading curriculum with more challenging supplementary materials, grouping gifted readers to read and discuss books because then gifted readers have the opportunity to discuss challenging topics in connection with several different literary works. This paper will present the role of educators in creating conditions for the development of giftedness in reading and writing of preschool children, their activities and the way in which they can support and further encourage it through concrete examples. Gifted children will be able to apply their understanding, make an assessment, create something new and analyze through participation in the mentioned activities. In addition to encouraging free reading and encouraging creativity in oral and written expression, educators can act on children in a way that develops a new awareness of themselves and their environment.