A discussion of bilingualism in young children in the Soviet Union looks at the three main forms of early bilingualism (bilingual home environment, different languages spoken at home and in school, and second language instruction in school), notes the challenges they pose for development and maintenance of bilingual skills, and then describes a program using a communicative approach to teach second language to preschoolers. Vocabulary and content carefully selected to be appropriate for children's communication were organized into games that built new language skills and incorporated free activity on the part of the children. Initially, the approach met with resistance by teachers, but gained popularity among teachers and the public. Changes in the Soviet concept of preschool education, emerging in about 1988, shifted the emphasis from preschool as preparation for later schooling to preschool as a place to both learn and develop trust and well-being. A special research project was begun to help teachers guide, observe, and control the language-learning process in this context. The system of communication games used initially has evolved and been adapted for use with older students and students with special needs. (MSE)