The purpose of this study is to investigate the affective perspective-taking in verbally talented first graders. No difference was found between verbally talented first graders and their average ability age-peers in recognizing emotion expression and situation-based emotions. On the other hand, we found that the verbally talented first graders showed more desire-based angry than their non-gifted peers. The verbally talented first graders could use language accurately to describe unreasonable situation, not only a focus on emotional expression but also an expression of positive opinion and solutions, which was the ability in social interactions when dealing with desire-based emotions. The above findings attempting to explore the relationships between emotion understanding and social interaction of the verbally talented gifted provided a reference for affective curriculum for the gifted.