This article reviews the research evidence that relates to the use of Information and Communication Technologies (ICTs) in pre-school settings. While there is widespread agreement that children should be helped to become confident users of ICTs, the literature presents a more qualified picture of potential benefits and barriers. The review considers the polarised debate about whether computer use is desirable for young children; the position of ICTs as one element in the multimedia mix experienced by children; evidence available about current ICT provision and practice in pre-school settings in the UK and perspectives on the contribution that ICTs make to learning. The need for adults and children to acquire ICT literacy skills is identified, along with a requirement that practitioners should be equipped to make appropriate resource choices. The way in which ICTs can play a compensatory and engaging role or further entrench disadvantage ("the digital divide") is discussed. The review concludes that the pedagogical imperative must remain with practitioners.