children who acquire two or more languages in early childhood, whether through family, educational or social environments. Such repeated exposure to languages contributes to the formation of a special cognitive structure, which provides them with a high degree of mental flexibility and the ability to easily switch between language systems. This has a positive effect on the development of executive functions such as selective attention, cognitive flexibility, and behavior control. Despite these advantages, bilingual children may experience a relative time delay in acquiring vocabulary or constructing sentences in each language at certain early stages of development. This delay is due to the distribution of their language experience in more than one language system. However, this delay often decreases over time and with the accumulation of experience, as their ability to separate languages and use them according to the social or educational situation improves. From a neuropsychological perspective, research has shown that bilingualism contributes to the strengthening of neural networks responsible for language processing and executive control, leading to improvements in higher cognitive functions such as working memory and problem-solving ability. Bilingualism has also been linked to the prevention of certain cognitive disorders later in life, as it contributes to the formation of a “cognitive reserve” that protects the brain from early cognitive decline. Thus, bilingual children represent a model of advanced cognitive development, combining temporary difficulties with long-term success. This requires supporting their educational and social environment in a way that contributes to the development of their many language skills and strengthens their psychological and social balance.