1. An Evaluation of the Effect of Early Childhood Education on the Mental and Physical Health of Children Ages 0-5 in Geneva, New York ABSTRACTRESULTS AND DISCUSSION Carmen Sorrentino, Olivia Hoden, and Morgan Drake Hobart and William Smith Colleges Early childhood education and its effects on development is an extremely significant area of concern. Our aim is to gain information concerning the health and well being of children ages 0-5 in Geneva, New York. We are interested in exploring the effects that exposure to early childhood education has on children’s mental and physical development. For our methods of analysis, we have gathered 55 previously distributed surveys conducted by the Geneva 20/20 community organization (focused on assessing and promoting the well being of children in Geneva). These surveys were sent out to families living in the Geneva area with children ages 0-5. We hypothesize that we will be able to detect a positive correlation between attendance in either a private or public pre-school program, and mental (speech and language skills) development and physical (fine motor, gross motor, and sensory functioning) development. Ultimately, we hope our findings shed light on the importance of early childhood education and create an informative platform to facilitate change in the Geneva community. RESEARCH DESIGN Study Population Data Collection Data Analysis Our target population is children ages 0-5 in Geneva, New York. We focused on children ages 3- 5 in a preschool age range. We were interested in finding the relationship between enrollment in a preschool program and physical and mental health and development. Because we were unable to access our target population due to ethical restrictions regarding research of minors, we accessed this data from the children’s parents. This research employs a multi-method approach that combines survey research with quantitative data analysis. Data collection occurred in two overlapping phases: Phase I – Survey Administration Between January and April, we partnered with two community organizations, Geneva 20/20 and Success for Geneva’s Children. These organizations had previously distributed the Geneva PACE survey to families with children in the 0-5 age group living in the Geneva Community. These surveys were aimed at assessing the overall mental and physical health and development of young children as well as gaining information regarding their activity levels, etc. Prior to sharing the information with our research team, community partners working at Geneva 20/20 were able to make the 55 surveys anonymous. Phase II – Quantitative Data Analysis Once the information taken from the survey was inputted into a statistical analysis program called SPSS, we were able to identify significant correlations between our independent and dependent variables which enabled us to eventually test our hypothesis. The PACE survey that we used as our platform of analysis consisted of a variety of questions pertaining to health, family, childcare, and language. The questions were generally geared towards the overall well-being of the children. The personal identities of the subject were anonymous, as we did not directly access our subjects. After compiling the survey responses, we inputted the data into a statistical analysis program called SPSS before we began statistical data analysis. With preschool exposure as our IV and fine motor, gross motor, sensory functioning, speech and language development as our DV, we hypothesized that we would detect a positive correlation between enrollment in a preschool education program and mental and physical development. INTRODUCTION/BACKGROUND Literature Review Objectives Speech and Language Development CONCLUSION 1)Gain information regarding the health and well being of children in the 0-5 age group living in Geneva, New York. 2)Assess the effect that exposure to various types of preschool programs has on children’s mental and physical development. 3)Create an informative and accessible platform for community members and the Geneva 20/20 organization Wright, C., Diener, M., & Kay, S. C. (2000). School readiness of low-income children at risk for school failure. Journal of Children and Poverty, 6(2), 99-117. Becker, B. (2011). Social disparities in children's vocabulary in early childhood. Does pre-school education help to close the gap?1. The British Journal of Sociology, 62(1), 69-88. Turney, K., & Mclanahan, S. (2015). The academic consequences of early childhood problem behaviors. Social Science Research, 54, 131-145. WORKS CITED Does early exposure to preschool education programs have a positive effect on the Physical Health/Development (fine motor, gross motor, sensory functioning) and Mental Health/Development (speech and language development, and ability to perform school related tasks) of children ages 3-5 in the Geneva, New York area? Independent Variable Research Question Dependent Variable Whether or not a child has been exposed to an early childhood education/preschool program prior to entering the Geneva school system Mental and Physical Health and Development Mental health/development: speech and language development and ability to perform school related tasks Physical health/development: fine motor, gross motor, and sensory functioning Preschool Exposure Fine Motor, Gross Motor, and Sensory Functioning Ability to Perform School Related Tasks Accept Hypothesis We hypothesize that we will detect a positive correlation between exposure to preschool program (early childhood education program) and the mental and physical health and development of children ages 0-5 in Geneva, New York ✓ Early childhood education is vital for developing children In our research of pre school education and its effects on early childhood development, studies across the board have shown that the healthy of development of children within the 0-5 ages group can provide a foundation for the future community and economy. A study form The social science research journal looking into academic consequences of early childhood problem behaviors stated that social and emotional skills in early childhood are associated with education, the labor market and family formation outcomes throughout life. A study from the Journal of Children and Poverty stated that children’s readiness for school requires much more than just academic skills preparation and that early childhood educators generally agree that children’s readiness for school includes physical wellbeing, their approach to learning including curiosity, and social and emotional development, use of language, cognition as well as general knowledge. Another study from the British Journal of Sociology focused on preschool education closing the economic gap stated that early education programs and preschool foster children’s development in many domains, and especially has a positive effect on children language skills *Statistically significant