Educators have debated whether computers and various other forms of technology, specifically, digital technology, should be used in preschool classrooms. While much research exists surrounding technology use and academic support, there is little empirical research surrounding how technology use by preschool children impacts their social and emotional development. In response to the ongoing questions surrounding the use of digital technology and its impact on preschool children's social and emotional development educators must understand the impact that technology has on Newark's youngest learners and to understand the achievement gap as it relates to the digital divide in early learning experiences of children in urban preschools. The purpose of this study is to understand how preschoolers are impacted by technology use. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]