Today, early knowledge of two or more languages is considered an extremely useful skill that children can easily master and learn already at preschool age. The paper presents the multiple positive effects of early bilingualism on the communicative, cultural, and cognitive level of children's development. On the other hand, due to the old myths about bilingualism, negative opinions have emerged in the general public, which are considered unfounded due to ignorance. For this reason, bilingualism has long been considered undesirable in early childhood. This phenomenon occurred in smaller language communities that had to blend in with the speakers of the "big languages" for various reasons in order to be accepted into the society and life of that area. The paper mentions important factors that influence language acquisition in the learning process before the emergence of speaking skills. The factor of the environment that offers the child the quality and quantity of acquiring correct speech is particularly noteworthy. The stages of language acquisition, the influence of one language on the acquisition of another and the dominance of one over the other are important. Children encounter various difficulties, but they do not have negative outcomes, but disappear spontaneously over time. Despite many studies, bilingualism does not yet have an agreed common definition. Therefore, the aim of this paper is to present reports on the processes of acquiring a first language at an early age, definitions of bilingualism, the influence of the first on the acquisition of a second language, the difficulties and critical period of acquiring a second language, the division of bilingualism and generally positive and negative attitudes about this type of upbringing. The role and partnership of parents and educators will be especially emphasized, which is why this work aims to encourage motivation and participation for a successful process and implementation of this phenomenon in early and preschool education of children.