A recent emphasis in the early childhood literature has been on using computers to facilitate social skills in preschool children. Findings are mixed on how well children collaborate when using computers. This inconsistency indicates that the design of the computer curriculum may dictate the nature of the climate of use. Our work examines a cooperative classroom approach to computer use to "alter" the roles of students and teachers. Our premise is that computers can encourage socialization among children, thereby forming the basis for early cooperative learning.