This paper introduces and develops the premise that technology should be used as a tool to be adapted to early childhood education rather than adapting the preschool curriculum to computers. Although recent evidence suggests a national interest in having high technology play a role in the teaching of young children, particularly in reading, writing, and math, conflicting evidence suggests that the most essential development for preschool children takes place in other areas. Therefore, it is argued that technology use with preschoolers should focus on the essential tasks that need to be accomplished by young children. Such areas as the development of perceptual and cognitive skills, productive and receptive language skills, competence motivation, appreciation of feelings, acquisition of general knowledge, motor coordination, and the understanding of social interactions have usually been regarded as primary foci in programs for young children. This paper describes a modest evaluation of the possibilities of computers relating to children through conversation, visual representation, and movement. (DST)