Culturally responsive programs incorporate the child's native language and cultural knowledge as part of the curriculum. In addition they consider the child's development in terms of relationships among self-concept, culture and achievement. While it has been established that self-concept and ability to achieve influence one another, the way in which bilingual/bicultural programs affect the cultural knowledge and self-concept of children is an area yet to be revealed. A review of some Head Start and Follow Through curriculum models and the degree to which they can be considered culturally responsive presents a general view of alternative approaches in early childhood education. This study led to the tentative conclusion that the cognitive developmentalist Responsive Environment Model and the eclectic Bilingual Early Childhood Program met the criteria set for culturally responsive programs. Although information on early childhood bilingual education programs is difficult to locate, available data on six such projects currently in operation revealed varying degrees of cultural responsiveness. Present research and comparision of programs relative to effectiveness with the general preschool population indicated that no single program is generally superior. It is concluded that further empirical research is required to determine the effectiveness of different approaches and the extent to which culturally bound cognitive styles exist in non-English speaking children. (AMH)