I guess it all depends on the situation. My DS5 is starting first, skipping K. He is a PG kid and he definitely needed advocating for, and when he gets bored he acts out sometimes so I wanted to give them some info on him. But in 2 of his preschool settings (one at 3yo and one at 4yo) I didn't tell them barely anything, just that he was really doing a lot of things early. Both placements were quite unsuccessful and awful. When he was 3 the teacher came to me about a month into it and said "he is reading" I said "yes, I mentioned that to you when he started" she said "no, I mean that he is really reading...and reading well. I didn't take what you had said that seriously because all parents say that when their kids start to memorize books" How annoying. Anyhow, his experience at the next place was worse as they didn't challenge him at all and he was way overstimulated because of the lack of structure. They thought that having him jump around would keep him busy enough. Didn't work as expected. So...I think it depends on the kid. Some schools act annoyed when you think your child is the brightest. They have heard it so many times that they just smile and nod. I think that is awful, but I have unfortunately seen it firsthand working in schools. But with most gifted kids, they are going to need some accomodations, so it is good to mention their skills and possible needs.
