Abstract

The purpose of this thesis is to examine the impact of environmental, educational, and household chaos on the development of an atypically developing child. The study evaluates the contribution and change of parental stress during the COVID-19 pandemic and school closures. Following Case Study methodology, this is an in-depth evaluation of one mother and child's experience, including data analysis of the child's social, emotional, and cognitive development before and after chaos. The results of this case study identified the development of a child before and after chaotic events occurred. Parental stress was also identified as a contributing factor in the results of this study. The results implicate that school systems are a vital piece to the support, management, and growth of healthy child development in atypical children. Results further suggest that parental stress and chaos play a key role in the healthy social-emotional development of a child. Results suggest that cognitive development benefits from smaller group interactions, rather than large, classroom sized, interactions.

Thesis Completion

2020

Semester

Fall

Thesis Chair/Advisor

Michael-Luna, Sara

Degree

Bachelor of Science (B.S.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Early Childhood Education and Development

Language

English

Access Status

Open Access

Release Date

12-1-2020

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