The article is devoted to the problem of bilingualism in preschool children living in bilingual and multilingual environments in Russia. The need to increase the effectiveness of the development of bilingualism and communicative competence in children in multicultural educational settings requires a system of integrated psychological and pedagogical support for the development of early bilingualism. The paper describes the main psychological conditions of bilingualism development and proposes an organizational model of expertise of the quality of bilingual educational environment in early childhood, revealing the essence of language development and learning through the identification of its structural and procedural characteristics. The model has practical significance for improving the quality of bilingual education as one of its tasks is the development of the child's personality. The empirical data was obtained in a study of eight bilingual preschool educational organizations of the Republic of Tatarstan, on a sample of 528 people (24 educators and 504 preschoolers).