This thesis focuses on developing the potential of a gifted and talented child in Nigerian society and also to determine if there has been an accelerated growth, development on gifted and talented child or not.
The finding of this research shows that the Educational programme to gifted children is partially developing rather, than full development. The researcher discovered that funding seems to be the most serious handicap.
It is therefore the opinion of these water that for a meaningful development of a gifted child in Nigerian society, the government and other private individual or organizations should collectively pay greater attention to equipping the school, selecting best students for award and improving the staffing conditions toward the development of gifted and talented child for maximum contribution to self and national development.
TABLE OF CONTENT
Table of content
1.2 Statement of Problems
1.3 Research questions
1.4 Objectives of the study
1.5 Significance of the study
1.7 Definition of terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Concept of Giftedness
2.4 Gifted child and the society
2.5 Educational Programme for Gifted
2.7 Summary of the Chapter
CHAPTER THREE: PROCEDURE
3.5 Data Treatment
CHAPTER FOUR: RESULT
4.2 Data Analysis
4.3 Developing of Educational Programme
for the Gifted in Nigeria
4.4 Analysis of Teaching Staff Questionnaire
Progress of the Programme in Nigeria
4.5 General Problems Facing Educational Programme
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This is a psychological research project, and it attempts to look at the growth and development of gifted child in Nigeria society.
Nigeria as an independent nation has 36 states including the federal capital, Abuja: it has over 100 million people with various ethic groups in both rural and urban areas of the country. The three major languages of the nation are: Hausa, Igbo and Yoruba, among which there are certain people especially children, who give evidence of high performance capability in area, such as intellectual, creative, artistic, leadership capacity or specific academic field. These are known as gifted children. They are above the normal child.
According to the National Policy on Education in 1977, and as revised in 1981:
There are especially gifted children who are intellectually precocious by find themselves insufficiently challenged by the programme of the normal school, and who may take to stubbornness and apathy, in resistance to it. Government has already directed, that all children including the gifted must be provided for, under the educational system. Therefore special arrangement must be made for the exceptional gifted.
Based on the policy, talented and less privilege children must be provided opportunities to development through programmes such as the universal basic education as launched by General Olusegun Obasanjo.
The study also tried to describe their increase in size and number of ages, the process of their characteristics and functions in Nigerian society.
Since the concept of giftedness present an undeniable challenges and attraction to special educations, counsellors and psychologist to mention few, then giftedness embark on a deep insight into the nature and development of a high level of intelligence among individuals. Today, giftedness becomes overwhelmingly one of the most discussed, yet controversial topics in the field of education in Nigeria.
A number of educationists in Nigeria feel that special education as a discipline, is being presumptions by laying claim to the classes of gifted children that are otherwise handicapped. The fact is that by definition, special education programme in Nigeria provides for children who have abnormal learning needs, which regular education is ill equipped to satisfaction.
Henceforth, in this research, I attempt to describe how gifted child is identified, and survey their contribution toward the societal development and vice – versa. I also try to investigate to the training programme needs as well as management of the entire programme in the country.
1.2 STATEMENT OF PROBLEMS
The problems of this study are to determine how to develop the potential of gifted and talented child in Nigerian society. What are the likely problems retarding educational programme or facing the programme.
1.3 RESEARCH QUESTIONS
· Who is a gifted child in Nigerian society?
· What are their problems?
· Is there any educational programme meant for them?
· What are the problems facing this programme?
1.4 OBJECTIVES OF STUDY
The objective of this study are as follow:
i. To identify a gifted child and his problems in the society.
ii. To determine his contributions toward the societal development;
iii. To find out the stand and of their educational programme in the country.
iv. To suggest ways of improvements.
1.5 SIGNIFICANCE OF THE STUDY
This study is required to point out the importance of special education programme, and the role of government in the growth and development of a gifted child in Nigerian society.
The study is concentrated to the growth and development of a gifted child, and also to verify some of the problems affecting his growth and development, with emphasis to special (gifted) school, Abuja, models and private schools in Kaduna State, in order to have an accurate and reliable response.
1.7 DEFINITION OF TERMS
INTELLIGENCE: This is the aggregate or global capacity of the individual to act purposely, to think rationally, and to deal effectively with his/her environment.
INTELLIGENCE QUOTIENT (IQ): This could be used to find out whether a child had the capacity to perform the task that could be successfully completed by the average of his or her age. To the degree that a child could not perform these tasks, he is considered intellectually advanced.
IQ = MA/CA x 100
Where: CA – Chronological or Actual age
MA – Mental age – total number of months credit earned on the test.
GIFTEDNESS: Giftedness in a child or adolescent consists of psychological and physical per-disposition for superior learning, performance in the formative years and high – level performance or achievement in adulthood. Hence, gifted child IQ is over 120.
APTITUDE TEST: This is a test giving to an individual, in order to measure his ability to learn a new skill or perform a new task.
ACHIEVEMENT TEST: This is a test, which measure how much a person has learned or accomplished.
INTELLIGENCE TEST: This test provides a measure of intelligence quotient (IQ), which is the standard – Binet intelligence scale.
GROWTH AND DEVELOPMENT: Robert and Henry (1966) define growth as the increase in size and number of ages, while development refers to as the process of changes in character and function.
SPECIAL EDUCATION: This is the term used to indicate those aspects of education that apply to handicapped and gifted children, which comprises of modifications or addition to school practices intended for the ordinary child. It can also be define as an area within the frame work of general education that provides appropriates facilities: specialized materials methods and teachers with specialized training for children considered handicapped and gifted.
REVIEW OF RELATED LITERATURE
2.1 CONCEPT OF GIFTEDNESS
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