Computers are being integrated increasingly into early childhood programs in Korea, while there are still a few studies on the use of computers with young children in the country. Question arises concerning educators' readiness to bring computers into the early childhood classroom. If educators are not knowledgeable about the use of microcomputers with young children, they will be building on a shaky foundation. Thus the following discussion summarizes some of the current research about computer use and young children, its pros and cons view and the impact of microcomputer on the social emotional, cognitive, and physical development of children In addition, the educational implications are discussed for the developmental appropriateness of computer use in the classroom. Most research on computers for young children has supported that the microcomputer can be useful for young children with developmentally appropriate experiences. It seems that whether or not the computer will be used with young children is not in question anymore, but rather how it can most effectively be used. Educators of young children should neither abuse computer nor refuse it in their classroom. In Korea, many issues need to be clarified as more early education centers on attempts to integrate computers into their classroom environment. It is time for educators not to be bent on placing computers in their classroom but to argue for determining whether and how the microcomputer can be made interesting, appropriate, and useful for young children.