Computers have become an important part of young children's lives, both as a source of entertainment and education. The National Association for the Education of Young Children's (NAEYC) position statement on Technology and Young Children (2006) supports the need for equal access to technology for all children with attention to eliminating gender stereotypes. Some educators have observed that computers may have created gender inequities in access to and use of technology. Studies indicate that gender differences in young children's access and use of computers may be the outcome of environmental factors. To successfully avoid the apparent gender-related digital divide, it is important to address gender inequities with computer use beginning in early childhood. This article looks at two major environmental influences--children's social orientation and the role of media and instructional materials--that contribute to these gender differences. It also analyses two outcomes of these environmental influences: differences in use of computers for work and play and in social interactions in and around computers. The article concludes by presenting some strategies that can help reduce gender bias through appropriate attention to learning styles, role modeling, selection of software and online activities, and gender-conscious classroom practices. (Contains 1 figure.)