THE DEVELOPMENT OF A CHILD FROM CONCEPTION TO DELIVERY

CONTENTS

1. The Meaning of psychology 2. The Meaning of development 3. Basic of development and growth of child 4. The development of the egg cells (OVA) 5. Gender (Male and female) 6. The Spermatozoon 7. The fertilization of the egg 8. The Fetus 9. Conception 10. Monthly development of pregnancy 11. The three stages of labour

MEANING OF PSYCHOLOGY

Human beings, so complex in their nature, that is lead to study of human development. The study of human nature and behaviour is called psychology.
Concept of psychology is very elusive as a term because it has been given various definitions.

Oladele J.O. Defined it as a scientific study of human behaviour and problems facing them at a given period of time.

Generally speaking, psychology is scientific study of the behaviours of human beings right away from period of conception to birth and after birth to death in one’s life. Developmental psychology which studies changes in human behaviour with age.

MEANING OF DEVELOPMENT

Development Speaking, the process of development of any organism could be seen under the three main heading e.g.

1. Growth: which means a change in size or height and it could be physical or subjective in height or other human traits like honest, patience etc. 2. Learning: this refers to relatively permanent changes in behaviour due to the experience acquired. It occurs in every hung organism due to the inter action with their environment. 3. Maturation. This is firmed as an organic or structured changes that occurs in and individual’s body. It can be described as a qualitative changes in and individuals due to their age functioning in life. This means maturation must exist in human because is natural.

In conclusion psychology of development can be termed as the scientific study of the behaviour in the process of growth, Maturation and Learning. It also focuses on physical, intellectual, emotional, social, and personality development of an individual in life.

BASIC OF DEVELOPMENT AND GROWTH OF CHILD FROM CONCEPTION
The development of a child started from time of conception when father’s sperm fertilizes mother’s egg and it form zygote and what the child will become in future. At conception, the mother egg-cell and the sperm from the father fuse to form the Zygote.

The Zygote itself contains 23 pairs of chromosomes. Human beings develop from a single fertilized cell. This cell – the fertilized ovum – divides almost at once into two identical cells. These two cells divide to make four identical cells, which then divide again and so on. As they divide again, certain groups of cells become different, or differentiate, and form particular tissues or organs. For example, some cells form the bony skeleton, some the muscles, other the heart and the blood vessels. Still others form the red blood cells which carry oxygen in the blood to the tissues, and other form the white blood cells which protect us against infections. Yet another group of cells multiplies to form the nerve cells of the brain and the nerves.

Photo of Chromosomes
All these group of cells with different functions have come from the single fertilized egg cell, and each and every cell has in its substance the information needed to perform the functions of any cell, although once it has differentiated, it never does. Half of this information comes from the father’s side of the family, and is transmitted in the spermatozoon which fertilized the egg. The other half comes from the mother’s side, and is transmitted in substance of itself. The information needed for contained in the twisted strands of a substance found in the centre (or nucleus) of every cell. These cells are called chromosomes, and themselves are formed of long strings of several of million beeds which are more properly called genes.

The gene is the smallest unit of information, and is itself composed of twisted strands of a chemical called DNA (deoxyribonucleic acid). Any cell have a few genes operate to control the function of that cell the rest being covered over and inactive. Each cell in the human body with the exception of the egg cells in the woman and the spermatozoa in the man contain 46 chromosomes control all physical characteristics and our body functions. These are called autosomes. The other two determine our sex. The smaller one has the shape of aY and is called the Y sex chromosomes the other has the shape of an X and is called the X sex chromosomes. Each of the million cells which make up a woman’s body has 44 autosomes and two X chromosomes.
A man’s body cells have 44 autosomes, an X and a Y chromosomes. You can see that even in the smallest body cell a man is different from a woman because his cells alone have the Y chromosomes.

As noted, that only cells in the body which do not have 46 chromosomes are the egg cells in the woman and the spermatozoa in the man. These two kinds of cell have only 23 chromosomes, and develop in special ways.

THE DEVELOPMENT OF THE EGG CELLS (OVA)

Very early in life (about days after fertilization) certain cells developed in the wall of the gut cavity of the embryo. These cells then migrate through the tissues to reach a thickened area lying in a ridge at each side of the mid line of gut cavity. This the tissue from which the ovary will develop. By the 30th day after fertilization, the cells have settled in the tissue (which is now called a gonad), and have begun to multiply. By 140 days after fertilization (the 2nd week of pregnancy, a total of 7 million cells are found in the gonad, and many of them have acquired a coating of cells derived from it. They develop within this protective coat and fluid appear in many of the cells. These are egg cells (or oocytes), and called follicles. Each month from puberty to the menopause between 12 and 30 of the oocytes develop further, and one which outstrips all the rest in growth is expelled from the ovary. This is the ovum which may be fertilized. Occasionally more than one oven escapes from the ovary.

If the additional ova are fertilized twins, triplets although twins may occur through another mechanism.
During its development in the ovary, the ovum divided into two egg cell and a small cell being formed. Each of these cells has 23 chromosomes. The large cell is the one which accept the head of the spermatozoon into its substance at time of fertilization, and will form the new individual. The small cell is pushed to lie just inside the zonapellucida (the ‘shell’ of the ovum) and has no further function. It is called polar body.

GENDER
If a spermatozoon carry the Y chromosomes fertilizes the egg, the cell will have 44 carrying the Y chromosome and X chromosome. The baby resulting from this will be a boy, if the spermatozoon which fertilized the egg is X chromosomes, the resulting from will be a girl. this means the father determines the sex of the child, although, of course as chance decides which type of sperm will fertilize the egg the sex of the child depends on luck.

THE SPERMATOZOON:
THE LENGTH IS 0.05MM AND THE THICKNESS OF THE TAIL IS ABOUT HALF THAT OF A FINE HAIR

The spermatozoon has a head, a middle piece and a tail contains the chromosomes, the middle piece supplies the energy, and the tail propels it on its through the woman’s genital tract. When the spermatozoon reaches the ovum, its head penetrates the outer shell, and enters the separates from the middle piece and tail, which remain struck in the shell are destroyed , when the head of the spermatozoon enters the ovum, its nucleus (which is the containing the chromosomes) loses its covering the chromosomes are exposed. Simultaneously, the covering surrounding the nucleus of the ovum disappears. The two sets of23 chromosomes move together and fuse so the number of chromosomes in the cell is 46 once again. In this way the number of chromosomes in the human body cell is kept constant at 46

THE FERTILIZATION OF THE EGG

Picture showing development of eggs after fertilization
A new life begin when a single spermatozoon out of the million which were deposited in the upper part of the vagina during intercourse, fertilizes the egg (or ovum), of the millions of the spermatozoa deposited in the vicinity of the cervix, only a four thousand manage to negotiate the twisting mucus tunnels of the its canals to reach the cavity of the uterus. Of these only a few hundred get through the narrow cornu of the uterus to enter the oviduct, and only a few dozen swim up long the oviduct, against the current made by the moving fronds of its lining, to reach the ovum, only one penetrates through the tough, transparent ‘shell’ (the zonapellucida) which surrounds the egg, it is after the zonapellucida in some way, so that no other spermatozoa are able to penetrate it. In this way only one spermatozoon fertilizes the ovum. The new life actually begins when the chromosomes of the ovum and those of the spermatozoon fuse together. Under the control of the genes the cell the divides again and again until a human being is formed.

Conception
The First Months Fertilization occurs in the outer part of the oviduct when a single spermatozoon penetrate the ‘shell’ (or zonapellucida) of the egg and enters its substance. The sperm’s tail is stuck in the Shell and drops off, leaving the sperm head free in the egg. The part of the sperm head called the nucleus, which contains in twisted strands the information needed to make a new individual, joints with the nucleus of the egg, and they fuse. The first step towards a new individual, who will take half of its characteristics from its father and half from its mother, has been taken.

Inside the zonapellucida, the fertilized egg with its fused nucleus divides into two identical cells. Then into four cells then into eight cells, then into 16 cells, and again until it look like mulberry made up of 64 cells. These divisions take place during the three days that it takes the fertilized egg to move gently along the oviduct to reach the cavity of the uterus. Inside its cavity, the fertilized egg develops further, fluid appearing among the mulberry cells, and eventually splitting them into two parts: and outer shell of cells, and a collection of cells at one side. The outer cells will form the placenta; the inner mass will form the embryo. Quite soon after this, on the same or the next day, the zonapellucida dissolves and the fertilized egg now called a blastocyst, plants itself into the juicy, soft lining of the womb.

Nine days after fertilization the blastocyst has borrowed deeply into the lining of the womb and has grown to the size of a pin-head four days later, as the time the menstrual period is expected, it has enlarged to be just visible to the naked eye. From now on the growth of the embryo and the placenta proceed apace.

The Fetus
From very earliest, a fluid-filled space develops around the embryo. This space is lined witgh a thin, glistening membrane and this is turn is surrounded by a thicker membrane. The membranes with the contained water form the amniotic sac, or Bag of waters. By the 36th week of pregnancy, 1000ml (13/4 paints) of water surround the fetus. The fetus (until the eight week of pregnancy, it is called the embryo) is able to move about freely within the amniotic mother fall, as the water absorbs all the shock. Within two days of implantation, the outer cells of the blastocyst are sprouting in the fingers-like projection called trophoblast, all around the sphere of the egg. Quite quickly most of them die, and only the disc of cells lying deep in the lining of the uterus continues to grow. This disc forms the placenta, through which the fetus obtains all its nourishment. The placenta is connected to the fetus by the umbilical cord. At first the umbilical cord reaches from the placental and joins the embryo near its trail, as can be seen in fig. 9/2, but quite soon the til curls round and the umbilical cord joins the fetus in the centre of its abdomen, at the place which after birth is the navel, or umbilicus. In many ways the placenta and the fetus work together, which is understandable as they form from the same fertilized egg. The placenta acts as lung, the liver and the kidney of the fetus. Oxygen for its energy needs is transferred from the mother’s bloodstream, where it is carried by the red blood cells, to the blood of the fetus. Carbon dioxide, and the other waste products of energy production, are transferred from the fetus to the mother’s blood. This reduces the work which the fetal liver and kidney have to perform.

The fetus and placenta work together to produce various hormones, which are so important in maintaining pregnancy.

The growth and development of the baby is an astonishing and prodigious event. From a single cell, containing in code all the information needed to make new individual, growth occurs over a mere 266 days. At end of this time, a new human being has formed which is eight million times heavier than the original fertilized cell. The cells have developed and differentiated to form special tissues and organs, all of which are coordinated and working, so that the child can breathe, digest food, move its muscles, hear sound, taste flavours, react to stimuli, and develop further.

MONTHLY DEVELOPMENT AT THE PRE-NATAL STAGE

One Month baby is an embryo consisting of two layers of cells from which all her organs and body parts will develop.
PREGNANCY AT SIX WEEKS

The embryo is not recognizably human. It is only 28 days old, as conception occurs 14 days after the first day of the last menstrual period.
The embryo is 1.25cm (1 ½inch) long. Its eye socket has formed, it has a reptile like head and a tail. Its arm and leg buds are visible, but small and spadelike in shape. The placenta is larger and weighs more than the embryo.

Two Months
Your baby is now about the size of a kidney bean and is constantly moving. He has distinct, slightly webbed fingers.
PREGNANCY AT EIGHT WEEKS (end of 2nd lunar month).

The fetus is becoming more human in appearance, and is now 42 days old. The embryo is now much more like human. It is 2.5cm (1inch) long. The head is large compared with the body, and the external ear forming. The limp buds have become armand legs with tiny fingers and splayed toes. The eyes have covered with eyelids which close across them, and remain shut until 24th week. By now all main organ of the body have formed, the heart beats sturdily, blood circulates through its vessels, its stomach is active and the kidneys are beginning to function. The changes in the organs from now on will be an increase in their size and in the sophistication of their function.

Three Months
By now baby is about 3 inches long and weighs nearly an ounce. Her tiny, unique fingerprints are now in place
PREGNANCY AT 12 WEEKS: 12 weeks (end of the 3rd lunar month).
The fetus, as it is now called from the Latin word meaning (a young one’, is 7cm (3½inch) long, and weighs 14g (½oz). The body has grown, but the head is still over-large. Nails are appearing on its fingers and toes. The external genital appearing, but it is still difficult to tell its sex. By the end of this week, the mechanical movements of legs arms have changed into movements which are far more graceful and purposeful, as the nerve and muscle co-ordination improve, although the movement are tiny. The fetus can now swallow, and begins to swallow the amniotic fluid in which it lives. At the same time, it begins to pass drops of urine into the amniotic sac. The placenta has also grown, and is now about six times the weight of the fetus.
Babies ‘breathe’ long before they are born, probably from as early as 12 weeks after conception. Of course, no oxygen as such goes into their lungs, but blood spurts through the lung blood vessels rhythmically, at 80 ‘breathe’ a minute.

PREGNANCY AT 16 WEEKS: 16 weeks (end of the 4th lunar month).

Four Months
Baby is now about 5 inches long and weighs 5 ounces. His skeleton is starting to harden from rubbery cartilage to bone.
The uterus is easily palpable, and reaches almost half-way to the umbilicus.The is now 18cm (7in) long, and weighs 100g bright red because the blood vessels glow through its transparent skin. Its heart beating strongly, and its muscle are becoming active. Its sex can be distinguished. The growth of placenta has slowed down, although its efficiency has increased, and now the weight of the placenta and the fetus are about equal.
PREGNANCY AT 20 WEEKS: 20 weeks (end of the 5th lunar month)

Five Months
Eyebrows and eyelids are now in place. Baby would now be more than 10 inches long if you stretched out her legs.
The uterus has now grown and reaches to the level of the mother’s umbilicus. She will feel the movements of her baby as it changes position, stretches its arms or kicks its legs in the uterus. She will have noticed that the baby has periods of movement and periods when it is asleep.
The fetus is now clearly human in appearance, and has ‘quickened’. It is about 25cm (10in) long, and weighs about 300g (11oz). Its skin is less transparent and is covered with a fine, downy hair (called lanugo), which cover its whole body. Some hair is appearing on its head; it has developed eyebrows, but its eyelids are still completely fused. It is very active in its lungs are insufficiently developed to cope with life outside the uterus.
PREGNANCY AT 24 WEEKS: 24 weeks (end of the lunar month) Six Months baby weighs about a pound and a half. His wrinkled skin is starting to smooth out as he puts on baby fat.
The fetus measures 32cm (13in), and weighs 650g (1lb 7oz). Its skin is now less red, and is covered with lanugo, and wrinkled because it lacks fat. From this month on, fat will be deposited in the skin. Its eyelids have separated, but a membrane covers the pupils, which are dull. The head is comparatively large. If the fetus is born at this stage, it will attempt to breathe, but its lungs are not properly developed so that it will have great difficulty in breathing. Its survival will depend on expert care.
THE PREGNANCY AT 28 WEEKS: 28 weeks (end of the lunar month)

By now, baby weighs about 3 pounds and is more than 15 inches long. She can open and close her eyes and follow a light.
The uterus now reaches four finger-breaths above the umbilicus. The fetus moves around vigorously within the uterus, and its heart can be heard distinctly by the doctor. Its length is 38cm (15in), and its weight 1000g (21b 2oz). Its body is thin; its skin still reddish and covered with a protective coating of a creamy, waxy substance, called vernixcaseosa, which is manufactured by small glands in the skin. It can open its eyes, and the membrane covering the pupils has gone. If born at this stage, it can now breathe (but with difficulty), cry weakly, but move its legs energetically. In the past most babies die but to day more are being saved by treating them in special neonatal intensive care units.
PREGNANCY AT 32 WEEKS: 32 weeks (end of the 8th lunar month)

By now, baby weighs about 3 pounds and is more than 15 inches long. She can open and close her eyes and follow a light
The fetus is now 43cm (17in) long, and weighs about 1800g (4lb). theskin is still reddened, rather wrinkled, but some fat is being deposited. The bones of its head are soft and flexible. Its lungs have developed and can now support life. It can probably hear loud noises and responds by increasing the movement of its legs arms. If born at this stage, it has 85 per cent chance of surviving, provided it receives expert care.
PREGNANCY AT 36 WEEKS: 36 weeks (end of the 9th lunar month)

The uterus now reaches up to the rib cage and the mother may have discomfort, particularly if she eats a large meal in the evening. She may wake up complaining of heartburn. She probably finds it more difficult to turn around when lying down, and it is harder to sit up. If she has varicose veins, these may become larger.
The fetus measures 46cm (18 ½in), and weighs 2500g (5lb). it has put on a great deal of weight, 700g (1 ½ lb) in the preceding four weeks. This is because fat has been deposited beneath its skin and around its shoulders. Its has filled out; its body has become rotund, and its face has lost its wrinkled appearance. Its fingernails reach to the end of its fingers. If the baby is born at this time, has a 95 per cent chance of surviving.

PREGANCY AT 40 WEEKS: 40 weeks (end of the 10th lunar month)

The average baby is more than 19 inches long and weighs nearly 7 pounds now, but babies vary widely in size at this stage
The pregnancy is now at its full term. The expectant mother awaits the birth of her child with some degree of impatience. The child is 50cm (20in) long, and weighs about 330g (7lp 4oz), boys being about 100g (3oz) heavier than girls. Its skin is smooth, and the lanugo which covered it has disappeared, except over the shoulders. The skin is still covered with the greasy vernixcaseosa. Its head is covered with a variable amount of hair. The bones of the head are much firmer and are closer together, but the diamond-shaped soft area above the forehead and Y – shaped area at the back of the head can still be felt. The head is now proportionate to the body, measuring about one-quarter of the body’s length. The eyes are open, but usually dull. The ears may standout from the head, and the nose is well formed. The genitals are well formed, and if the infant is male, the testicles are in the scotum.

THE STAGES OF LABOUR

The process of child birth is usually called ‘labour’.the term is appropriate, for labour is a time of work. Considerable energy is expended in the contractions of the uterus, for this reason the pregnant woman is in some ways like she knows what to expect and what to do in labour; if she is in good physical condition; if her mental attitude tolabour is good, the process of labour is relatively easy.

head is likely to have settled into the mother’s pelvis. The uterus is becoming increasingly sensitive to stimuli, and increasingly active. The cervix is soft, has shortened in the length, and is likely to have begun to open a bit, usually about one to two finger-breadths.

The first stage of labour

For reasons which are quite unknown, at a specific point labour starts. The uterine contractions initially are not very strong, and only occur at long intervals. However with the passage of time, they become stronger and more frequent. This phase of labour does not distress the patient unduly, and is called the quite phase. It last an average of eight to nine hours in a first labour, and four hours in subsequent labours.

During the quite phase, the baby’s head flexes more so that it trucks in its chin, and the head moves more deeply into the pelvis. This can be seen in the illustration. It will be noted that the ‘bag of waters’ is still intact. The end of the quite phase is heralded by a change in the character of the uterine contractions. The cervix continues to dilate, and the baby is pushed further into the pelvis, where it may cause pressure on the bladder and back-passage. As the dilatation of the cervix becomes nearly complete, the contractions of the uterus are quite strong, but the degree of discomfort felt by the expectant mother will depend on the adequacy of her preparation for labour, and on her attitude to labour. This period between 8cm (3in) dilation and full dilatation is called the transition stage, as has been mentioned, the contractions are strong and painful; the desire to push is present; backache and pelvic discomfort may be quite severe.

When the cervix is fully dilated, the uterus and vagina together form a curved passage along which the baby can pass, aided by uterine contractions and the mother’s additional use of her abdominal muscles.
The period of time from onset of labour to full dilatation of the cervix is called the first stage of labour. It last, on average, 10 hours in the first labour, and seven hours in a subsequent labour, although of course, the duration of the first stage varies very considerably between expectant mothers.

THE SECOND STAGE OF LABOUR

The second stage of Labour is the time when the mother-to-be has to help. In the first stage she helps most by relaxing during contractions, and by reading, talking, listening to the radio, or watching television, in the second stage she has work to do. She has to aid in explosion of the baby from birth-canal, which is formed from the uterus and the vagina. The second stage usually lasts less than 1 ½ hours, extending in time from the full dilatation of the cervix to the birth of the baby. The beginning of the second stage is announced frequently by the bursting of the ‘bag of water’, with a resulting gush of membranes’, may occur much earlier in labour, or occasionally not until the baby is ready to be born.
At this time the expectant mother gets the urge to push. This is caused by the pressure of the baby’s head on the tissues in the middle of pelvis. A message is sent to the brain, which makes the mother want to fix her diaphragm, and contract her abdominal muscles to push her baby out into the world. Finally, the head stretches the vaginal entrance and the tissues between it and back. Passage (or anus). This called the perineum, and it becomes tightly stretched over the baby’s head which bulges through it. This is quality called ‘crowning of the head’. The next contraction pushes the baby down further, and the head sweeps over the vulval tissues,the forehead, the eyes, the nose, the mouth nad the chin appearing successively.

THE THIRD STAGE OF LABOUR

Little more remains but to wait for the explosion of the placenta, or after birth, so called for obvious reasons. This is separated from its attachment to the wall of the uterus as the baby was born. The doctor either awaits its expulsion or, more usually, aids rapid removal by giving an injection of a drug called ergometrine, or one called syntometrine which makes the uterus contract firmly. After labour, which in varies in length but usually lasts some hours, the baby is born. A gasp and a cry start the lungs working. The umbilical cord is cut and the baby is examined and weighed. Normal birth weight is approximately 3,000grammes or about 7 ½ lb, but considerable variations sometimes occur because of genetic factors, health problems and outside influences such as the mother’s smoking during pregnancy.

REFRENCES

Mayo (2012): Mayo Foundation Education and Research (internet sample)
Development Psychology (PDE 102)
Derek Llewellyn-Jones (2007): Everywoman A gynaecological guide for life

All this activities take place through the cells which form the placenta, and all the time the mother’s blood and the blood of the fetus are completely separated. The two blood never mix. The mother’s blood bathes the placenta cells, which permits them to take oxygen and nourishment from it, and to transfer them across the placenta into the network of tiny blood vessels on the fetal side of the placenta. These tiny vessels join together to form three big blood vessels, which pass along the umbilical cord to join up with the blood vessels inside the fetus. The umbilical cord is in fact a tube composed of a kind of thick jelly, through which the three vessels (two arteries and a vein) pass to link the fetus with the placenta. During the embryonic period, all the structures which make it a normal human are formed; and subsequent development during the fetal period consists of growth and development of structures already formed.

FEDERAL COLLEGE OF EDUCATION (FCT) AKOKA

(TECHNICAL)

ASSIGNMENT

A PERPER PRESENTATION ON:

TRADITIONAL EDUCATION IN NIGERIA

COURSE TITLE: HISTORY OF EDUCATION IN NIGERIA

COURSE CODE: EDU 111

LEVEL 100

LECTURAL: MR UMANAVA
MARCH 2012

GROUP A

TRADITIONAL EDUCATION IN NIGERIA
DEFINITION
The definition of traditional education varies greatly with geography and by historical period. The chief business of traditional education is to transmit to the next generation those skills, facts, and standards of moral and social conduct that adult deem to be necessary for the next generation’s material and social success. According to Fafunwa, Traditional/indigenous education as “the aggregate of all processes by which a
Child develops his abilities, attitudes and other forms of behaviours, which of the positive value to the
Society, in which he or she lives”

Educational systems existed in Nigeria societies prior to the coming of the Europeans. Such education was for the induction of members of the society into activities and mode of thought that were considered worthwhile. Nigeria societies, were noted for their rich cultural heritage which was pre served and transmitted from generation to generation through a system of traditional education

This system is variously referred to as indigenous, pre-colonial or informal or tribal or community based education in Nigeria. Even though there were in most cases no schools and professional teachers, there were certain centres for initiation and adult members of society served as teachers. Such a traditional system of training lacked the modern class room setting under the guidance of teachers. It was characterized by absence of students/pupils with uniforms, regimentation and permanent teachers.

It was essentially practical training designed to enable the individual to play a useful role in society. The philosophy of traditional education was very pragmatic and was designed to form a gate way to the life of the society.it was based on the philosophy of functionalism and productivity. Although there were few theoretical abstractions, the main objective was to inculcate a sense of social responsibility of the community to individuals to become contributing members of the society. One of the main features of traditional Nigeria education was the apprenticeship mode of learning whereby people under masters

Therefore, traditional education, is the process by which every society attempts to preserve and upgrade the accumulated knowledge, skills and attitudes in its cultural setting and heritage to foster continuously the well being of mankind. The content of the curriculum of traditional education was very comprehensive and based on the philosophy underlying the various job responsibilities in society.

The curriculum though not documented, was very elaborate embracing all aspects of human development. These ranged from mental broading, physical fitness, moral uprightness, religious deference to good social adjustment and interaction. Both children and adolescents took part in such activities as wrestling, dancing, drum ming and acrobatic displays. There was emphasis on mastery learning, which also features in contemporary educational process. Individual training included the learning of certain virtues such as honesty, respect for other peoples, property and right and the dignity of manual labour. Hardwork, productivity, self reliance and collective orientation towards the maintenance of the existing social order were emphasized

In respect to vocation children were taught farming, fishing, weaving, cooking hunting, carving, knitting, building of houses, mat-making and forging local farm implements. Different societal issues constituted political traditional education. For example, young ones were taught rules and regulations governing family, village and the individual, relationship between members of society and villages. Intellectual, training included the study of local history, legends, poetry, reasoning riddles and proverbs. Those who excelled in these areas were highly revered in the society as their expertise was of immense benefit to their society. An individual’s intellect in these directions was developed to enable him fit into such professional groups as rain makers, herbalists, hunters, cult leader and priests.

The main method of teaching in the traditional education system was learning by doing and story telling which was employed effective in teaching local history to the young ones. The process of inculcating indepth knowledge and understanding of the ethics and principles of traditional medicine, carpentry, sorcery was restricted to certain families and training for these was done through apprenticeship system. Practical objects were handed by the learners during the course of their training. Assessment of learners’ performance was on a continuous basis (an idea that is being revisited in contemporary educational system today). A practical test relevant to the leaners’ experience and level of development was the final examination.

Equal opportunities were provided for adults, females male and children alike in the all areas, academic, recreational, vocational and social. Hence, there was no problem of unemployment as men and women were engaged in meaningful activities which they lived on, Traditional Nigeria education system was an indispensable factor for smooth integration of the growing children into society.

The practice of Traditional education in Nigeria has been confirmed by many distinguished Nigeria Nigerian and African educators.
Majasan (1967) in his study, identified character training and religious education as major content of Yoruba education. According to him the responsibility of building up good character in the child is not left to the parents alone, distant relations, peer group, and other members of the community were expected to contribute.
Fadipe (1970) confirmed Majasan’s assertions when he declared that the education of young Yoruba in the codes of manners, conventions, laws of his society etc. is achieved through various members of his family household, his extended family, usually located in the same compound, in kindred or neighbourhood.

In some parts of Northern Nigeria, the development of ethical character took many forms. Healthy rival among peers was encouraged by parents right from the early age. This could be in form of wrestling or performance both winners and losers were congratulated as sportsmen.
In his study mo indigenous education, Lieber !971) commented on the education among the Efik nd Ibibio. According to him, there were many taboos about incest and adultery, while stealing was considered a very serioud crime or offence. He noted that amongestthe igbo people adolesencts were taught to avoid intersexual activities, to shun acts of immodesty, aggressive behavior and to refrain from divulging secrets.

The educational of the child starts on the day he is born because he is constantly been exposed to many of th customs which pass into his subconscious mind. For the first three years of it’s life the child is almost entirely dependent on it’s mother until if is weaned and then he or she can join the groups of his or her peers. This is why the Nigerian believe that growing girls must themselves be properly educated because of their role as mothers in life of the Nation. The basis for counting, use of language, Knowledge of the customs and the traditional is laid during this period.
It is process, which enables every society to teach the young generations, the life patterns, of their society.
Indigenous Nigerian societies had their own systems for training their young ones, before the introduction before of the western type of education. The indigenous education today exists side by side with western type of education. The boys accompany their father to farm, workshops etc. while the girls accompany their mother to market, farm etc and also help them to cook. As parents perform, the young ones observe and render helping hands in the process, learn how to do the work and are educated.
In this process they learn the way to respect elderly people in the community, the norms of the society etc.

IDENTITY
This means that all those people who share the same culture regard themselves as one people. Such people share the same cultural identity. They speak the same language and so they can communicate with each other. They share the same idea about right and wrong, virtue or vice, and the way people about live. Once a person knows that another person comes from the same area, he tends at once to regard him as a member if the same group. Such people share the same identity

LEVEL OF IDENTITY
There are several levels of identity in a society like Nigeria first, every one share in his or her family’s identity. A person identifies with his father, mother, brother and sister, in short with his family. Everyone is brought up in initially in a family unity where he or she is educated and reared for the society. The family names, the etiquette and manner, the family political and economics status are important characteristics of a person. Secondly, a person identifies with his age group. Such group consists of people drawn from several families within a town, village or locally who are from about the same age and fulfill the same functions. They identify not only with members of the group but also with the locality.
Thirdly, Nigeria identify with their cultural group. Examples of these group are Angas, Bini, Efik, Fulani, Gwari, Hausa, Ijo, Mumye, Nupe Tiv, Urhobo, Yergan and Yoruba. In same cases, several of these cultural groups are found in one state, for example in Delta and plateau state.

LEVELS OF TRADITIONAL EDUCATION
a) Family b) Cultural group c) Peer group d) Society

METHODOLOGY
This consists of methods or approach by which indigenous education are imparted to the younger ones. 1) THE INFORMAL APPROACH: Through this approach, the children learnt merely through observation and imitation. 2) THE FORMAL APPROACH

OBJECTIVES OF TRADITIONAL EDUCATON IN NIGERIA
Traditional education enabled a child to live effective and efficiently in his or her culture. The following are the objectives of indigenous education. 1) Development of the child’s physical skill 2) Character and moral training 3) Development of intellectual and social skills 4) Vocational training 5) Development of sense of Belonging and Cultural heritage

1. DEVELOPMENT OF THE CHILD’S PHYSICAL SKILLS Children develop their physical skills by engaging in activities such as jumping up & down, jumping over the fences, climbing trees, running about, walking on top of fenced walls with both hands stretched as balancing games dancing to the tune of local musician or playing some hide and seek games. This perhaps is what the western education call physical education.

2. CHARACTER AND MORAL TRAINING
This constitute the basis or corner stone of indigenous education. Children are from their early stages of life to respect and greet their elders this is a law that must be obeyed rigorously.
In Yoruba for instance a boy must prostrate or bow down to greet an elder, while a girl must kneel down.
Character and moral training in traditional society, is the responsibility of evry adult over every child and not that of the child’s parents alone. The child’s behaviours are consequences of offences such as theft, adultery and fornication are exposed to the child early ages, to prevent them falling prey when they grow up

ADETUNJI OJO AKINWUNMI
BLK 541 FLAT 1 ABESAN ESTATE
IPAJA, LAGOS
Email: akinfresh7@yahoo.com
Tel: 08073943909, 08126632594

WORKING OBJECTIVES

To strife for excellent, work in an establishment where my potentials and skills will be maximally utilized as well as facing new challenges/ pressures in my career.

PERSONAL PROFILE

Good and excellent interpersonal skills, Effective Team Player, Ability to work under pressure, physical and mental alertness, integrated and honesty above all.

PERSONAL DATA
Date of Birth: March 16, 1978
Place of Birth: Ile-Oluji
State of Origin: Ondo
Sex : Male
Marital Status: Single
L.G.A: Ile-Oluji/Oke-Igbo
Religion: Christianity
Nationality: Nigeria

INSTITUTION ATTENDED WITH DATE

Federal College of Education (Technical) 2011
Akoka Yaba, Lagos

National Teachers Institute, Lagos 2000 - 2002 St. Francis Catholic High School, Ile-Oluji 1991 - 1997
Ondo State

St Helen’s Demonstration Primary School Ondo 1985 - 1991
Ondo State

CERTIFICATE OBTAINED WITH DATE

Teachers Grade ll Certificate 2002
Senior Secondary School Certificate 1997
First School Leaving Certificate 1991

WORKING EXPERIENCE Post Held

Community Pry School Ipapo,
Oyo State Teacher

Christ Harvester Nur/Pry School
Kajola, Oyo State Head Teacher

Becca-Rue Nigeria Ltd. Security

HOBBIES

Reading, Singing, Sports and Travelling

REFEREES

Pastor Anthony Ogbegie
The Living Fountain Evangelical Church
1 Animashaun off Kufo Str, Ayobo
Lagos.
08028317883

Mrs M Adeyemi
Blk 541 Flat 1, Abesan Estate, Ipaja Lagos
07029941857