["Family Relations, EarlyView. ", "\nABSTRACT\n\nObjective\nThis study examined the early developmental characteristics and preschool experiences of gifted children in Türkiye by integrating parents' qualitative accounts with descriptive indicators from a structured rating scale.\n\n\nBackground\nAlthough early identification and support for gifted children are widely emphasized, research connecting parents' observations with structured developmental profiles in the preschool years remains limited, especially in contexts where institutional support is underdeveloped.\n\n\nMethod\nUsing a convergent mixed‐methods design, data were collected from 13 parents of previously identified gifted children aged 3 to 6 years through purposive sampling. Parents completed the Gifted Children Family Assessment Scale and participated in semistructured online interviews. Scale scores were summarized descriptively, interview data were analyzed thematically, and findings were integrated across cognitive, social, and emotional domains using a joint display.\n\n\nResults\nParents described advanced cognitive development reflected in sustained curiosity, early literacy, and deep engagement with learning. Emotional development was marked by sensitivity, empathy, and justice‐related concerns, often accompanied by regulation difficulties. Social development varied, with some children experiencing peer‐related challenges while interacting more comfortably with adults. Families also reported providing substantial home‐based enrichment, often compensating for limited differentiation in preschool settings.\n\n\nConclusion\nThe findings provide a parent‐informed account of early giftedness in Türkiye, showing how advanced cognitive development, social–emotional sensitivity, and preschool experiences intersect in families' everyday accounts.\n\n\nImplications\nThe results highlight the need for developmentally responsive preschool practices, structured family guidance, stronger school–family collaboration, and targeted professional learning for early childhood educators.\n\n"]