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There is currently considerable disagreement among educators as to whether or not microcomputers should be a part of preschool education. The debate is intense with few educators suggesting a position predicated on current research or a period of experimental testing Four issues are discussed in this article, cognitive theory/microcomputers, social isolation and social interactions, real life experiences, and the hurried child. Past literature is cited for each issue which shows the microcomputer either as monster or messiah. We enter the debate midway between these two extreems and predicate our arguments on more recent research and theory. Conclusions are drawn for each issue and a recommendation is made for an extended period of testing before educators make pedagogical decisions.
Watson et al. (1986) studied this question.