In recent decades, the number of infants and toddlers in the United States growing up with more than one language has been increasing steadily, and diversifying in regard to the languages these children are exposed to during their first years. However, efforts to apply what is currently known about the impact of early bilingual or multilingual exposure to early care and education are scarce, notwithstanding evidence that at birth children have the potential to develop two or more languages (Bialystok, 2017; Barac et al., 2014; Byers-Heinlein & Lew-Williams, 2013; Hoff et al., 2012; Nicoladis et al., 2016; Winsler et al., 2014).