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The data available on young children growing up bilingually in the family show that many such children can and do learn to speak two languages from an early age, without obvious disadvantages. However, much of the research to date is purely psycholinguistic in nature and has focused on linguistic aspects of language use by proficient young bilinguals. The subjects studied so far are not representative, however: many young children who grow up with two languages from birth and their families experience problems that are directly related to the bilingual situation, or that are perceived as such. It is high time that scholars studying early family bilingualism widen their focus and scope, and try to identify the factors that lead to harmonious bilingual development. Suggestions are presented for the direction that this new research focus could take.