“The young gifted child may appear to be many ages at once. He may be eight (his chronological age) when riding a bicycle, twelve when playing chess, fifteen when studying algebra, ten when collecting fossils and two when asked to share his chocolate chip cookie with his sister. This variability in behavior and perception is difficult for parents and schools to handle and difficult for the child as well. It is hard to “fit in” consistently when so much of the child’s environment is structured by chronological age, an age which may be for the gifted child the least relevant aspect of his development.”