This article analyzes the theoretical and practical significance of the cultural environment and normative situations in the development of gifted children. The author substantiates the concept of a normative situation as a basic unit of the educational space and highlights its role in the child’s personal development, socialization, and manifestation of giftedness. The study describes the external, internal, objective, subjective, emotional, reflective, and transformational components of a normative situation and reveals their role in the development of cognitive, regulatory, and communicative abilities. Based on the cultural-historical approach of L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, and other scholars, it is demonstrated that the interaction between the child’s natural potential and the cultural environment is a key factor in development.