Identifying Intellectual precocity in Chilean children in early childhood education using the TADI-2

The aim of this study was to identify developmental profiles consistent with intellectual precocity (IP) among Chilean children aged 4–5 years using the TADI-2 (Child Development and Learning Test-2). IP involves advanced cognitive, linguistic, psychomotor, and socio-emotional development relative to same-age peers. The initial sample comprised 787 children enrolled in public, publicly subsidized private, and private schools in one Chilean region. Following parent/caregiver nomination with the SIGS-2 and educator nomination with the GRS-P, 116 children completed the TADI-2; 55 met the operational criteria for profiles consistent with IP, representing 47.4% of the nominated subsample and 7.0% of the initial sample. Within the nominated sample, identified children scored significantly higher across all four TADI-2 dimensions (all p < 0.001), with rank-biserial correlation as effect size measure ranking from −386 for socioemotional development to 0.899 for cognition; Language showed r = .704. Among identified children, school administrative type was associated with Language (p = 0.002, ε2 = 0.223) and Motor Skills (p = 0.028, ε2 = 0.132), whereas no gender differences emerged. The findings support the TADI-2 as a culturally grounded source of evidence within multidimensional identification processes and underscore the need for timely, contextually responsive recognition of advanced developmental potential.