A microcomputer was inserted into two preschool classrooms—one large and one small—to examine the effects on children's free-play choices and social interactions. Sex differences were also examined. In both classrooms, the introduction of the microcomputer initially disrupted free-play activity patterns; over time, however, most free-play areas returned to baseline levels. Sex differences were apparent in both classrooms. In the large classroom, boys spent significantly more time at the microcomputer than girls. In the small classroom, there was a trend for girls to spend more time at the microcomputer than boys. Social interactions at the microcomputer were similar to interactions in other play areas of the two classrooms. Higher levels of positive social behaviors at the microcomputer compared to other play areas were not found in either classroom.

The present study is a comparison of the responses of Negro and white ninth-grade adolescents of low socioeconomic status concerning belief in internal versus external control of reinforcement and delay of gratification under high-and low-status conditions. Negro students were significantly more likely to be external and to be less likely to delay gratification than were their white counterparts. A Sex x Race interaction approached significance with the difference between Negro and white females greater than the difference between Negro and white males in both internality-externality and delay of reinforcement. No relationship was found between internalexternal control or the status conditions and delay behavior.

Over the years, since computers were first introduced to early childhood education, much debate and research has centered on the issue of appropriateness. In spite of recent gains in understanding, the debate rages on. The purpose of this article is threefold. First, research evidence is presented taking issue with a number of the most often cited reasons for not including computers in preschool environments. Secondly, a theoretical base for computer use in early childhood is developed which includes: Papert, Piaget, Erikson, and competence development. Finally, direction for software development is offered through review and description of successful microworld programs. It is concluded that the microcomputer, when coupled with appropriate software, has the potential to empower the development of young children.

A review of research studies on gender differences in computer-based education revealed significant discrepancies between equality of access and performance outcomes for female and male users. Beginning during preschool years, males consistently spend more time than females in computing activities. For males, such concentrated involvement translates into higher achievement scores in computer-based technology in both academic and career settings. The outcome for females is an inequitable chance to acquire the same technological skill levels as males. An analysis of research findings reveals that social interactions among children, their families and schools can affect attitudes and motivation of children in very different ways according to gender. Eighteen unique factors which have a significant impact on the formation of this discrepancy are identified. Recommendations for further research studies to examine and bridge the existing technological gender gap are made.

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