This study investigated the family processes as a context to the development of giftedness, considering giftedness as a multidimensional phenomenon. Twelve preschool children attending the gifted program held by the Federal District public educational network and their parents (12 mothers and 9 fathers) participated in the study. The bioecological approach was adopted as the theoretical-methodological reference. The children were observed by behavioral scale at school (SRBCSS-R). Their parents answered an inventory on parental attitudes (PAAT), a questionnaire and were interviewed. Quantitative and qualitative procedures were used to analyze the data. Results indicate that there are physical, psychological and support networks incentives in the family environment. The study proposes that gifted children families have a main role in the development of giftedness so they need support services.
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