The article endeavours to explore the cooperation of the school and family environment from the perspective of children's giftedness. The considerations follow from the assumption that the co-operation of teachers and parents enhances the opportunities to discover and develop the abili-ties of girls and boys. This wiew is supported by the most popular conceptions of the present discourse, which emphasize their dynamic and interactive nature. The subsequent parts of the text present models of interactions between the school and the family of the gifted child and indi-cate the areas for the most effective cooperation of both environments.
