Everyone involved in children's lives, starting with parents and then educators and teachers, should be aware that children's development occurs within a significant range of individual differences. Potentially gifted children qualitatively differ from their peers in early maturation, independence and internal motivation. When we talk about gifted children, or children who are "beyond expectations", we often come across a conflict between them and the spatial and social environment, which often presents obstacles to the development of their potential. Disrespect and failure to recognize potentially gifted children often gives such children epithets such as maladapted, disobedient, too demanding, etc. Given that they are well aware of their surroundings, their opinions and expectations, they may feel a sense of not belonging to the community. Educational institutions and the values of individuals/professionals who are their bearers have a great responsibility for encouraging the importance of investing in potentially gifted individuals. Recognizing and identifying them is the first step in providing them with support, understanding, and incentives that will correspond to their needs. The whole process is complex, and in order to ensure the conditions for the overall development of the child, cooperation between parents, educators and the professional team of the institution is necessary. It is important to provide the child with an enriched program within the institution, but also inclusion in shorter specialized programs, the so-called playrooms for potentially gifted children. Such a program is implemented within the DV "Cvit Mediterana" where a case study of the gifted program was carried out in the form of support for gifted children in early and preschool age. Qualitative research with the application of triangulation of data, in this case collected by semi-structured observations based on the class observation protocol (Van Tassel-Baska et al. 2003) adapted for the needs of observation, interviewing teachers and literature. This specialized program, through individualization and differentiation of content, ensures the provision of appropriate support, respecting the different needs of each individual. To achieve this, it is necessary to enrich the program, whereby a significant role is given to the spatial - material, as well as the social environment. Children's experience is enriched by various activities, projects, games, visits and collaborations, while the importance of program facilitators, i.e. educators who are highly motivated professionals, and at the same time a partner and teammate on the children's journey of research, should not be overlooked. Considering all these segments leads to happy and satisfied children who realize their full potential.