This paper advocates an integrated curriculum in which LOGO would play a role in the intellectual development of children. In particular, it is argued that curricular interventions that occur in the midst of spontaneous learning are most needed when major problems of transfer, generalization, and abstraction are to be solved or when children need assistance in finding knowledge. The integrated curriculum envisioned would not be age or grade specific, but would be developmentally based, reflecting the intellectual and emotional growth of the child. Teachers and other adults should intervene frequently in the LOGO experience in both formal and informal ways, particularly with regard to the introduction of commonly shared learning activities and vocabulary. In such interventions, LOGO should be presented as an important component in a curriculum of concrete experiences designed to help children integrate their learnings and transfer them to problem solving in general. Research that used LOGO to investigate the efficacy of computer use in the teaching of mapping skills to elementary school students identified four kinds of unanticipated problems: syntonic movement, language constraints, transfer of understanding and knowledge, and developmental constraints. Directions for further research are discussed. (RH)