According to the research conducted by Lewis Terman, giftedness develops as a combination of genetics and the environment in which the gifted student grows up. All participants involved in the upbringing of a gifted student should dedicate themselves to the student in a way that allows the student to develop their giftedness without hindrance, enabling it to serve as a gift rather than an obstacle in their social and intellectual development. It is incorrect to pressure a gifted child to be perfect or to assume that, because they are gifted, they must meet all the expectations of their parents and teachers. Giftedness does not imply flawless academic success but rather the ability to quickly absorb new information, a desire for knowledge, and the development of their abilities, and an interest in intellectual development that aligns with the child's desires and needs. Educators can address the needs and desires for intellectual development in gifted children by incorporating information and communication technology (ICT) into the education program for gifted children. ICT is extremely beneficial in the education program for gifted students because it offers a broader spectrum of resources for acquiring new knowledge and skills, and does not confine gifted students to traditional learning methods. Within the ICT style of education, gifted students can be introduced to the programming language Scratch (to express creativity while learning basic programming), and later the programming language Python (for gifted students who wish to master a more complex programming language). The positive impact of Scratch on education is demonstrated by the results of a survey presented in this paper, showing that Scratch stimulates creativity in work for the vast majority of students from different age groups, that students enjoy when computer science classes are enriched with Scratch, and that Scratch stimulates their interest.