The Early Childhood Education Act (Barnehageloven, 2005) in Norway upholds the principle of inclusivity, emphasizing the provision of a high-quality educational experience tailored to every child's individual needs. The aim is to nurture the development of each child’s abilities and talents. However, when it comes to the education of gifted children, the responsibility seems to lie with individual early childhood care institutions and municipalities. This decentralized approach has led to notable variations in practices and methodologies among different institutions. Perceptions of giftedness, however, vary, and researchers across countries and cultures face challenges in defining and theorizing giftedness in children (Furnes & Jokstad, 2023; Idsøe, 2021; Sternberg, 2019). The Norwegian education system and early childhood care also have diverse opinions on children, shaping attitudes and pedagogical practices (Furnes & Jokstad, 2023). Early childhood care teachers play a pivotal role in identifying and addressing the needs of every child, as outlined in Norwegian regulations (Kunnskapsdepartementet, 2017; Barnehageloven, 2005). Inclusion is a key aspect of Norwegian education and laws (Barnehageloven, 2005). 

In our comparative study, we aim to investigate the national policies and attitudes regarding gifted children within the context of early childhood care. Our focus extends to comparing the approaches taken in Norway and Denmark. In its early stages, the research adopts a documentary empiric approach, examining policy documents from both nations. The intersection between pedagogic and special pedagogic considerations in Norway is a significant aspect, with Befring and Næss (2019) emphasizing gifted children as a goal for special education. Our analysis delves into how policy documents utilize the term "gifted children" and its connection with inclusion and the rights of children with special needs, as outlined by UNESCO (1994). 

Questions in the study arise about the alignment of these attitudes with Amartya Sen's research on capabilities (1993, 1999), The Salamanca Statement and Framework for Actions on Special Needs Education (UNESCO, 1994), and Norwegian laws (NOU 2009:18). Our research aims to reflect on these questions. This study is part of a larger research project that aims to contribute to the conversation concerning the education and treatment of gifted children in the future. 

In the initial stages of our research, we primarily rely on a literature review (Creswell, 2014) and documentary analysis (Asdal & Reinertsen, 2021, Bowen, 2009), which will form the basis of this article. Our focus is on understanding how policy documents describe the rights of gifted children for inclusion and facilitation in early childhood care education. This study is part of a broader research project incorporating "mixed methods" (Creswell, 2014), where the importance of gifted children's rights is highlighted. The subsequent phases may involve a combination of quantitative and qualitative methods, including interviews (Kvale & Brinkman, 2015) with early childhood teachers, to provide a more comprehensive understanding of the subject.

Preliminary findings indicate that the term "gifted children" is gaining recognition in educational discourse, and our research seeks to provide reflections on its alignment with broader educational principles. As we embark on this new empirical journey, we emphasize the importance of contributing to ongoing discussions on the education and treatment of gifted children for the future.

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