Playing in literacy-enriched, sociodramatic play centers is an important component of children's literacy development; yet due to the limited number of available computers in many low-socioeconomic-status urban schools, occasions for children to playfully explore literacy as it relates to technology are frequently absent in the early childhood classroom. Low-socioeconomic-status, culturally diverse children's opportunities for literacy development in computer-enriched, sociodramatic play centers during literature-based thematic units in one early childhood classroom are described. When the teacher (1) shared thematically related literature, (2) guided fact-finding field trips, (3) invited children to help design the play center to include literacy materials and computers (real or make-believe), and (4) engaged in supportive dramatic role-play, the children had numerous opportunities to gain conceptual understanding about the forms and uses of literacy. (Contains 27 references, 2 photographs, a classroom diagram, and a web of unit activities.) (Author/RS)