Parents often understand such statements as reflecting the nature of giftedness, as an illustration of asynchrony, a feature often attributed to giftedness. While the presenter agrees that asynchrony is characteristic of child development (e.g., cognition may develop faster than eye-hand coordination), some of what parents attribute to the asynchronous nature of giftedness, is attributed to socialization practices. In the affective-cognitive model of giftedness, learning to tie one's shoe laces much later than learning to read is a reflection of parenting practices, not giftedness. In this session, the model of giftedness and its implications for parenting practice are presented.