The emotional, social and relationship development of gifted children within the early childhood years is not simplistic, nor homogenous. The domain of gifted research is fractured, which affects the consideration of gifted children’s emotional development and subsequent social and relationship development. This paper considers and critiques two groups of theories, both of which assert gifted children’s emotional development is advanced but diverge on the effect this advanced development has upon the gifted child’s social and relationship development. The varying impacts of these discursive images of gifted children are problematised, as is the effects of neoliberal discourses and developmental discourses upon the emotional, social and relational development of gifted children. Following on from this critique, recommendations for pedagogical practice are expounded.