There is reason to doubt that computers are currently revolutionizing schools, for few advances have been made in how lessons are either organized or presented. Until recently, most of the early childhood community had considered computers to be too impersonal for young children and too time consuming for teachers. That view has changed somewhat due to fairly recent advances in use that indicate computers can be employed by children to teach themselves. As a result, many schools now routinely provide upper elementary grade-school students the opportunity to "play" with computers. Advocates of the use of computers in schools make four points crucial to planning their educational uses: (1) to interact, computer and child must have a common language; (2) to engage the computer, the child must learn to think the way computers think; (3) children must have a problem-solving attitude that emphasizes creativity and experimentation; and (4) teachers introducing children to computers must themselves have an interactive relationship with computers. An elaboration of these four points suggests implications for early childhood education; additionally, to insure that children are ready to join the computer revolution, emphasis on play, problem solving and self-directed learning must continue; investigations must go forward to initiate computer literacy, and social inequalities deepened by the computer age must be addressed. (RH)