While manufacturers have produced a wide variety of software said to be easy for even the youngest child to use, there are conflicting perspectives on computer issues such as ease of use, influence on meeting educational objectives, effects on procedural learning, and rationale for use with young children. Addressing these concerns, this practicum aimed to identify restrictive computer and software variables which increase the need for adult assistance, fail to complement the young child's mental schema, or limit spontaneous interaction. Data were collected on the availability of computer experiences away from school, use at home, and parental attitudes toward the inclusion of computers in an early childhood curriculum. Kindergarten children were observed at a computer learning center during a regularly scheduled free choice activity period. Observational data were collected on grouping characteristics, time on task, software operations, user interactions, sensory response manipulations, requests for assistance, and restrictive variables. The practicum revealed a need to coordinate contemporary philosophies of education with professional censure and the technological expertise of programmers, and to develop modified programs for young children which incorporate picture menus, consistent keyboard formats, uncluttered screens, error accounting, and contemporary letter/numeral configurations. (Author/RH)