A discussion of the cognitive development of bilingual children and its implications for early childhood education for this population begins with a review of recent research on bilingual development. It looks at the forms and results of research projects on dual language acquisition processes, the interactive influence of multiple language acquisition, social context as it affects bilingualism and language acquisition, and intelligence and cognition in bilingualism. Experiences with selected bilingual education programs for early childhood are examined. Specific implications of the research for teaching and learning strategies, the likely effects of early childhood bilingual education programs on individuals' linguistic and cognitive development, bilingual education program design, instructional procedures, classroom environment, and English language instruction are discussed. (MSE)