The primary purpose of this study was to compare, from a social/cognitive perspective, computer free play with more traditional preschool free play. Secondary objectives were to find out whether there were gender differences in the duration and type of computer play and whether receptive language differences or sociometric status affected the use of the computer. Participants were 20 female and 23 male children, ranging in age from 3 to 5 years, who attended preschool classes on the campus of Utah State University. Play in five play areas was observed according to the Parten-Smilansky social/cognitive play hierarchies. No gender differences were found in the amount of time or type of play at the computer. Sociometric status did influence computer play, with those children who engaged in more positive social interactions using the computer constructively. Group constructive play was the most significant type of play observed at all areas. This observation suggests that computers may foster socialization in young children. Four pages of references conclude the document. (RH)