The purpose of this study was to examine children`s interest in computer and duration of computer activity by the degree of teacher`s intervention and the kind of computer program. The present study also investigated children`s interaction within computer area, and activity extention from computer area to other play areas by the degree of teacher`s intervention and computer program. The subjects were 45 children, 22 boys and 23 girls who were 5 years old. Observations were based on Shin(1992)`s observation category which was originally made from Holloway & Reichhart-Erickson(1988)`s. The data were analyzed by frequency, percentage, χ^2 test, and one-way ANOVA`s. The results showed that there were differences in number of children engaged by the degree of teacher`s intervention : In the group where teachers intervened more by having conscious interactions with children, larger number of children engaged in. However there was no difference in activity duration according to the degree of teacher`s intervention. Children in more intervention group showed more frequent interactions with peers(especially prosocial interactions) than solitary activities and interactions with computer program. Also the children in this group were observed to the children in less intervention group. There were no differences in number of children engaged by the kind of computer program. Duration of children`s activity was significantly different by the computer program : Children engaged in Play Room program the longest and Mickey`s Colors & Shapes, Kidpix, Number-Language program the shortest. Children`s interaction` with peers was more frequent during the use of Play Room program than others. Children`s interaction with computer programs was significantly less frequent during the use of Number-Language program than others.