ABSTRACT
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
Title page
Approval page
Dedication
Acknowledgement
Abstract
Table of content
CHAPTER ONE
1.1
Introduction
1.2
Statement
of Problems
1.3
Research
questions
1.4
Objectives
of the study
1.5
Significance
of the study
1.6
Limitation
1.7
Definition
of terms
CHAPTER TWO:
REVIEW OF RELATED LITERATURE
2.1
Concept
of Giftedness
2.2
Identification
2.3
Classification
2.4
Gifted
child and the society
2.5
Educational
Programme for Gifted
2.6
Screening
2.7
Summary
of the Chapter
CHAPTER THREE:
PROCEDURE
3.1
Introduction
3.2
Subject
3.3
Sampling
3.4
Instrumentation
3.5
Data
Treatment
CHAPTER FOUR:
RESULT
4.1
Introduction
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
in Nigeria
CHAPTER FIVE
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1
Introduction
5.2
Summary
5.3
Conclusion
5.4
Recommendation
REFERENCES
QUESTIONNAIRES
CHAPTER ONE
1.1
INTRODUCTION
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.
1.6
LIMITATION
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.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1
CONCEPT OF GIFTEDNESS
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