Education, once a national concern and even an achievement considered by most adults, has lost its appeal because we give the same education to all children, whether or not they are older advanced than the rest of their peers. Educational materials and tools such as toys, books and games used in classrooms to educate children have been predetermined by a council of educators, but what happens when a child is too advanced for the teaching tools or materials used in this class? and when is it appropriate to give the child more advanced educational tools to use? Since some children are further along in development and learning than others, guidelines regarding the educational materials and tools children should use in the classroom should be modified. In many cases during the preschool years, children are given the same learning tools to be used to teach them shapes, colors, and even A, B, C, but some of these children are more advanced than their peers. So is it right to give more advanced children a higher level of learning tools from other levels? It is better to move them up to another grade level or do we as parents and teachers ignore the more advanced children and keep our attention and concerns on the majority of students who are average. In many cases, these children considered too advanced are left in the same learning environment, even though they already know the learning material. Many studies have been done to show that when a child is not stimulated, they tend to become bored, which causes them to act out and also have behavioral problems. I have often wondered if parents or educators are really doing their job, noticing in time whether children need help developing certain learning skills...... middle of paper ...... is gifted. Retrieved from BabyCenter.com: http://www.babycenter.com/0_how-to-tell-if-your-preschooler-is-gifted_65003.bcNathani, S., Ertmer, DJ, & Stark, RE (2006). Assessment of vocal development in infants and toddlers. Clinical Linguistics and Phonetics, 20(5), 351-369. doi:10.1080/02699200500211451Passig, D., Noyman, T., & Eden, S. (2002). Improving awareness of toddlers' early emotional experiences in kindergarten using virtual reality. International Educational Media, 39(2), 185-193. doi:10.1080/09523980110067496 Ryokai, K., Farzin, F., Kaltman, E., & Niemeyer, G. (2013). Assessing Young Children's Multiple Object Tracking Using a Game. Educational Technology Research and Development, 61(2), 153-170. doi:10.1007/s11423-012-9278-xWaldfogel, J. (2006). What do children need? Public Policy Research, 13(1), 26-34. doi:10.1111/j.1070-3535.2006.00417.x