Giftedness is a phenomenon which attracts attention of all those who work in the field of education; starting with the very definition and through the manifestation of this phenomenon. And that is precisely what this work will focus on. Defining giftedness is no easy task, especially when we take into account that there are over 140 different definitions. This is even more true when, after defining the term, we need to determine exactly what falls into the category of this phenomenon, as well as its parts. Gifted preschool children are under even more scrutiny if we know how crucial early and precise identification is. After precise identification it is imperative to create a program which will account all specific needs of gifted children, enabling them the development of all of their potential. A special focus is dedicated to emotional and social competencies of gifted children, because that is a field partially ignored within this phenomenon, while it is certainly not a less important part of a childs giftedness. DV Mimoza released a survey regarding social and emotional competencies in the populous of gifted and non-gifted children. Results showed that gifted individuals have better moral judgment in addition to being independent, and persistent in solving problems, while having more developed emotional competencies.