Computer technology has nearly infinite potential for expanding the minds of children. However, at present a great discrepancy exists between what this tool for the mind is capable of doing and what child care centers, schools, and society allow it to do. Two computer-related activities that may be implemented with very young children are (1) developing programing abilities and (2) using word processing computer systems to develop writing abilities. Although prior to 1980 interactive programing was largely inaccessible to adults as well as children, researchers using languages such as Papert's LOGO now demonstrate that computers are a medium through which children can be generators of information rather than merely recipients. Word processing appears to have a great deal of promise for supporting a shift in the teaching of writing toward an emphasis on prewriting, composing, and rewriting (three major processes used by effective writers). While the educational potential for computer use is gaining widespread support, a number of serious drawbacks associated with this technology need to be addressed by early childhood educators; such drawbacks include an absence of supportive research, the poor quality of software programs, fear of computers, and lack of computer literacy among early childhood personnel. (RH)