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This article discusses the diversified trends that represents important advances in the psycho-socio-educational aspects of providing for the gifted and talented children. The authors cited the following trends; Greater concern with curriculum content based upon the conceptual level of the gifted, expansion of the previously narrow interpretation of giftedness through the efforts to measure special abilities and creativity, increased susceptibility of some forms of acceleration as administrative procedures; development and expansion of college and university programs at both undergraduate and graduate levels for teachers specifically trained to work with the gifted, and special programs for the retraining of teachers in science and mathematics and sponsorship of comprehensive experimentation by the U.S. Office of Education and such organizations as Ford and Carnegie Foundations as well as intensification of research activities among local schools and doctoral students.