Kindergarten experimental group subjects and Head Start children received classroom instruction about and "hands-on" experiences with computers, while a kindergarten control group received the "hands-on" experiences only. During an initial classroom instructional phase, a mini-unit was employed to introduce 10 computer terms to the children. Components of the mini-unit were: the Hinitz-Galen Matrix boards, age appropriate instructional games, songs, card games, visual aids, and group discussion and activities. Children were asked to name the 10 computer parts in a pretest and two posttests administered at different times. Results indicated that, in general, children in the kindergarten experimental class who were interested in both computer usage and the information in the instructional phase benefited most, in comparison with the kindergarten control and Head Start class. While the children in the control class improved in ability to remember the 10 terms, they generally scored lower than experimental subjects. Head Start class test values generally were approximately equal to or higher than the values obtained for the kindergarten control class, although Head Start children were about 1 year younger than the control subjects. It is concluded that the initial classroom instructional phase appears to have provided advantages to the Head Start and kindergarten experimental children which are not obtained solely by hands-on experience with the computer. (RH)