Parents, educators, psychologists, and linguists are concerned about the effects of bilingualism on children, particularly young children. Although it is generally agreed that the minority-language child should develop bilingual and bicultural competence, there is disagreement concerning the role the two languages should play in the child's early language development. However, when reviewing studies dealing with the effects of early bilingualism on the child's cognitive and language development, academic performance, and self-concept, it appears that this disagreement or inconsistency has more to do with the state of the art in research methodology than with the quality of bilingual education itself. Current research methods have not been successful enough in separating outside variables such as attitudinal factors, socioeconomic factors, the influence of the home, and individual difference factors among children from the factor of bilingualism itself. In conclusion, although research findings detect a slight inclination towards the support of early bilingualism, more questions remain unanswered than are answered, thus preventing a definitive answer to support either the pro or the con position on early bilingual education. (MP)