學前階段的教育一直被大家所重視，因為幼兒期是神經系統發育最快、各種潛能開發最為關鍵的時期，如果提供適切的教育，可以事半功倍。
在培育優秀幼兒時，資優的概念相對靜態，而才能發展則是一個動態的過程。才能發展強調外顯才能和內在潛能的發展，提供孩子更多機會和支持性策略去滿足廣泛才能領域發展的需求。了解和發現本階段的幼兒的優勢才能，有助於家長和教師應對各種類型孩子的教育問題,及時回應他們的教育需求，以免他們的優勢才能因不恰當地忽視而被弱化。本研究旨在尋求一種基於才能發展觀的多元才能發掘模式，建立學前幼兒優勢潛能的評估系統，豐富學前幼兒優勢才能發掘模式的文獻，進而從實踐層面給予家長和老師可參考的簡便易操作的識別孩子潛能的方法。整個發掘模式的構建過程包括：準備階段、識別階段與驗證階段。準備階段是為了保證觀察檢核的可靠性與有效性；識別階段採用教師、家長結構式觀察檢核；驗證階段採用校標關聯效度、區別效度等方式驗證該模式的有效性。
本研究對象取自廣東省湛江市的一所公立幼兒園和深圳市的一所公立幼兒園，研究工具採用「多元智能量表－幼兒版（CMIDAS-A）」、自編「學前幼兒行為觀察量表」以及「資賦優異評定量表-幼兒版（GRS-P）」，研究資料分析方式包括SPSS數據處理和質性的主題分析。
結果發現：一、學前端幼兒被認為最可發掘與培育的才能領域有藝術、語言和數學，最難以發掘和培育的是認知與創造力；二、多元觀察檢核的才能識別模式能有效識別出語言、音樂、美術、社會智能；三、創造力可以顯著預測其他智能發展情形，未來可以作為才能識別模式的一環。

Preschool education has always been valued because early childhood is the period with the fastest development of the nervous system and the most critical development of various potentials. If appropriate education is provided, we can achieve twice the result with half the effort. The concept of giftedness is relatively static, while talent development is a dynamic process. Talent development emphasizes the development of explicit talent and internal potential. It is particularly important to provide children with more opportunities and supportive strategies to meet the needs of development in a wide range of talent domains. Understanding and discovering the advantages of young children at this stage will help parents and teachers in dealing with educational problems of various types of children; respond to their educational needs in a timely manner to prevent their advantages from being weakened by inappropriate neglect.
This study aims to seek for a multi-talent exploration model bases on the concept of talent development, to establish an evaluation system of preschool children's advantage and potential and to enrich the theory of preschool children's advantage talent discovery model in order to provide parents and teachers with simple and operable methods and experiences to identify children's potential from the practical level. The construction process of the whole excavation model includes preparation stage, identification stage and verification stage. The preparation stage is to ensure the reliability and effectiveness of observation and verification/ recognition; the identification stage adopts the structural observation and verification/recognition model of teachers and parents; the verification phase, the validity of the model is verified by criterion-related validity and discriminant validity.
The subjects of this research were sampled from a public kindergarten in Zhanjiang City, Guangdong Province and a public kindergarten in Shenzhen. The research instruments included the Chinese version of“Multiple Intelligences Assessment Scale－A Form (CMIDAS-A)”, the self-constructed“Preschool Children's Behavior Observation Scale”and the Chinese version of "The Gifted Rating Scale－Preschool Form (GRS-P)". Research data were analyzed by SPSS data processing and qualitative thematic analysis.
The results showed that first, for preschool children, it is considered that arts, language and mathematics are the most potential and cultivatable fields, while cognition and creativity were the most difficult ones to explore and cultivate; second, the talent recognition model of multiple observations and verification/recognition could effectively identify language, music, arts and social intelligences; third, creativity could significantly predict the development of other intelligences which could be used as a part of the talent recognition pattern in the future.

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