Course Code PED 120

Course Title Principles of Family Living

Course Team Dr. (Mrs.) Samuel F.O. (Developer, Writer) – OSCE

Mr. Adeola A.A. (Co-developer/ Co-writer) – OSCE

Dr. Farinde (Editor)– OAU

Dr. U.S.A Osuji (Coordinator)

Course Reviewer Dr. Temilola T. Apena

NOUN, Abuja

NATIONAL OPEN UNIVERSITY OF NIGERIA

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 National Open University of Nigeria
Headquarters
14/16 Ahmadu Bello Street,
Victoria Island
Lagos

Abuja office
No. 5 Dares Salam Street,
Off Aminu Kanu Crescent
Wuse II, Abuja
Nigeria

e-mail: centralinfo@[Link]
URL: [Link]

Published By:
National Open University of Nigeria

First Printed2006

Reprinted 2010

Reviewed 2020

ISBN: 978-058-075-1

All Rights Reserved

Printed by Goldsworth (SS) LIMITED

GOLDSWORTH PLAZA
28/30, Odunlami Street,
Shomolu, Lagos.

PED 120 COURSE GUIDE

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Introduction
The course PED120 Principles of Family Education is a two-credit unit course designed for 100
Level undergraduates running the B.A. (Ed) Primary Education programme, of the National Open
University of Nigeria.
This course guide tells you briefly what the course is all about, the course materials you will need,
and how you can derive maximum benefit from the course. It also provides information on your
Tutor- Marked Assignments, details of which will be given to you at your study centre. Tutorial
sessions, where you can seek clarifications on the course material will be arranged for you at
your centre. It is in your own interest to attend the sessions! The time and venue will be made
known to you at your centre.

The Course
The four-module course is designed to teach you the concept of family, family nutrition, caring
for the family, health issues and financial management you would need to teach in primary
schools. The first module introduces you to the concept of family, family cycle, concept of
marriage and likely crisis in the family. The second module teaches basic concepts in food and
nutrition, planning meals for the family and kitchen equipment. The third module deals with
clothing, laundry and housing the family while the fourth module deals with first aid at home,
guidelines of healthy living and energy and money management in the house.
The ability to read is universally acknowledged as a valuable asset for purposeful living. The
foundation to reading has to be solidly laid at the rudimentary stage if pupils must be equipped
for future personal and academic challenges. This course is therefore designed to equip you with
the knowledge, strategies and methods for successfully home management at the primary school
level.
At the end of this course, you are expected to be able to explain the concept and constitution of
family, feeding and general care of the family. You should be able to list the content of first aid at
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home, necessary kitchen equipment and some health tips at the primary school level.
Course Aims
The aim of this course is to prepare you to be able to teach housekeeping and home management
in primary schools. This task can be easily accomplished with the information that the course has
provided.
Course Objectives
At the end of the course, you should be able to:
 explain the concept of family, marriage and who constitute what;
 analyse the necessary food and nutrition of the family;
 explain what is needed for family clothing and laundry;
 teach effectively the importance and content of first aid in the house;
 discuss the essential kitchen equipment

Working through This Course

You are required to spend a lot of time and commitment to studying this course. The content of
this self-instructional material is comprehensive, well-illustrated and thus, easy to read. You are
advised to avail yourself of the opportunity of the tutorial sessions at the study centres where you
benefit from clarifications from your course facilitators, and the interaction with your colleagues.
Course Materials
You will be provided with the following materials.
a. Course Guide
b. Study Units

Study Units
Module 1: The Family
Unit 1: The meaning of Family
Unit 2: The Family Cycle

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Unit 3: The concept of Marriage
Unit 4: Crises in the Family
Unit 5: Child Rearing Practices

Module 2: Feeding the Family

Unit 1: Basic Concept of Food and Nutrition
Unit 2: Classification of Foods
Unit 3: Planning Meal for the Family
Unit 4: Kitchen Equipment

Module 3: Family Caring

Unit 1: Clothing and Family
Unit 2: Home Laundry
Unit 3: Housing the Family

Module 4: Family Health Issue

Unit 1: First Aid in the Home
Unit 2: Basic Guidelines of Healthy Living
Unit 3: Energy and Money Management in the Home

Presentation Schedule
Dates for prompt completion and submission of your TMAs and attendance of tutorials will be
reflected in your course materials. You should remember to submit all assignments at the
stipulated date and time. You should work as scheduled and do not lag behind in your work!
Assignment File
You will find details of work you are to submit to your tutor for marking in your assignment file.
The marks you obtain for your assignments will count towards the final mark you obtain in this
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course. Further information on assignments is in the Assignment File itself and in the assessment
section of this Course Guide. Each unit of this course has at least one assignment. These
assignments are meant to help you understand the course and assess your progress.
Assessment
There are three aspects to the assessment for this course. The first is the Self-Assessment
Exercises in each unit. The second is made up of the Tutor-Marked Assignments you submit to
your course facilitator, and the third is the end of course examination. You are advised to do all
the self-assessment exercises with all sincerity as that will assist you greatly. In tackling the
assignments, you are expected to apply the information, and techniques gathered from the
course. The Tutor-Marked Assignments must be submitted to your tutor/facilitator for formal
assessment in accordance with the deadlines stated in the presentation schedule and the
assignment file. The work you submit to your tutor for assessment will account for 30% of the
total course score. At the end of the course, you will sit for a final or end of course examination of
about two hours duration. This examination will form 70% of the total score for the course.
Tutor-Marked Assignment (TMAs)
The TMA is a continuous assessment component of your course. It accounts for 30% of the total
score. You are required to submit at least three TMAs before you are allowed to sit for the end of
course examination. The TMAs would be given to you by your facilitator, and would be returned
to you after they have been graded.
Assignment questions for the units in this course are contained in the assignment file. You will be
able to complete your assignment from the information and materials contained in your study
units and references. However, it is desirable to demonstrate that you have read and researched
into other references; this will give you a wider view point and a deeper understanding of the
course.
Ensure that each assignment reaches your facilitator before the deadline in the presentation
schedule and assignment file. If for any reason you cannot complete your work on time, contact
your facilitator before the assignment is due, to discuss the possibility of extension. Extension
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sought after the due date, will not be granted.
End of Course Examination and Grading
The end of course examination for this course will be one and half hours, and will account for
70% of the total course score. The questions will be fashioned after the self-assessment exercises
and the tutor- marked assignments that you have previously encountered during your course. All
areas of the course will be examined.
Utilise the time between the last unit and the commencement of your examination to revise the
whole course. You might find it useful to review your self-assessments, TMAs, and comments on
them before the examination. The end of course examination covers information from all parts of
the course material.
You will be given adequate notice of the examination times and dates.
Course Marking Scheme
Assessment Marks
Assignment 1- 3 All three assignments will be rated based on 10% each, making a
total
of 30% of the course marks.
End of course examination 70% of overall course marks.
Total l00%.

How to Derive Maximum Benefit from This Course

1. In distance learning, the study units replace the university lectures. This is one of the great
advantages of distance learning; you can read and work through specially designed study
materials at your own pace, and at a time and place that suit you. Realise the fact that you are
reading the lecture instead of listening to the lecturer. In the same way, a lecturer may assign you
some reading materials, while the study units will suggest additional materials and books for
your further reading. You are provided exercises to attempt at appropriate points in each unit,
just as a lecturer might give feedback questions/exercises in a classroom situation.
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2. Each of the study units follows a common format. The first part is an introduction to the subject
matter of the unit, which tells you the content of the unit, and how a particular unit is integrated
with other units, and the course as a whole. Next to this is a set of learning objectives. These
objectives state the tasks you should be able to accomplish by the time you have completed the
unit. These learning objectives are therefore, meant to guide your study. The moment a unit is
finished, you must go back and check whether you have achieved the objectives. If this is made a
habit, you will significantly improve your chances of passing the course.
3. The main content of the unit treats the topic of the unit. It is here you will learn the ideas,
concepts and skills that make up the topic.
4. The following is a practical strategy for working through the course: If you run into any
trouble, telephone your tutor or visit the study centre nearest to you. Remember, your tutor’s job
is to help you. When you need assistance, do not hesitate to ask your tutor to provide it.
1) Read this course guide thoroughly; this is your first assignment!
2) Organise a study schedule; design a ‘course overview’ to guide you through the course. Note
the time you are expected to spend on each unit and how the assignments relate to the units.
Important pieces of information like details of your tutorials, and the date of the first day of the
semester are available at the centre. You need to gather all the information into one place, such as
your diary or a wall calendar. Decide on whatever method you choose, and write in your own
dates and schedule of work for each unit.
3) Once you have created your own study schedule, do everything to stay faithful to it. The major
reason why students fail is that they lag behind in their course work. If you get into difficulties
with your schedule, please, let your tutor know before it is too late for help.
4) Turn to unit 1, and read the instruction and the objectives of the unit.
5) Assemble the study materials. You will need your references and the unit you are studying at
any point in time.
6) As you work through the unit, you will know what sources to consult for further information.
7) Visit your study centre whenever you need up-to-date information.
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8) Before the relevant due dates (about 4 weeks before due dates), visit your study centre for
your next required assignment. Keep in mind that you will learn a lot by doing the assignments
carefully. They have been designed to help you meet the objectives of the course and, therefore,
will help you pass the examination. Submit all assignments when due.
9) Review the objectives for each study unit to confirm that you have achieved them. If you are
not sure about any of the objectives, you can move to the next unit. Study unit by unit through the
course, and try to space your study so that you can keep to the schedule.
10) When you have submitted an assignment to your tutor for marking, do not wait for its return
before starting the next unit. Keep to your schedule. When the assignment is returned, pay
particular attention to tutor’s comments, both on the tutor-marked assignment form and also the
written comments on the ordinary assignments.
11) After completing the last unit, review the course and prepare yourself for the final
examination. Check that you have achieved the unit objectives (listed at the beginning of each
unit), and the course objectives (listed in the course guide).
Facilitators/Tutor and Tutorials
There are 14 hours of tutorial provided in support of this course. You will be notified of the dates,
times and venue of these tutorials, as well as the name, and phone number of your facilitator, as
soon as you are fixed in a tutorial group.
Your tutor or facilitator will mark and comment on your assignments. He/She keeps a close
watch on your progress, so as to render necessary assistance when required. You submit your
tutor-marked assignments to your tutor before the scheduled date. They will be marked by your
tutor, and returned to you as soon as possible. Do not hesitate to contact your facilitator by
telephone, or e-mail, and discuss your problems for necessary assistance.
The following might be circumstances in which you would find help necessary. Contact your
facilitator if:
 You do not understand any part of the study units of the assigned readings:
 You have difficulty with the self-assessment exercises.
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  You have a question or problem with an assignment or with the grading of an assignment.

You should try your best to attend the tutorials which are carried out online. This is the only
chance for a face-to-face contact with your course facilitator, and to ask questions which are
answered instantly. You can also raise any problem encountered in the course of your study and
post such on the discussion forum. To derive maximum benefit from course tutorials, prepare a
list of questions before the tutorial session. You will learn a lot by your active participation in the
discussion.

Summary
This course intends to teach you the methods, strategies and resources for teaching reading at the
primary school level. By the time you complete this course, you will be able to:
 Explain the concepts of family and marriage;
 Discuss family cycle;
 Mention various crises that may happen in the family
 Explain basic concepts in food and nutrition;
 Plan meal for the family;
 Select methods, strategies and materials for attaining the goals of reading in a class of
pupils with varying reading abilities.
 Mention kitchen equipment;
 Explain how family can be cared for in terms of clothing, laundry and housing;
 List contents of first aid and guidelines to healthy living.

Conclusion
We wish you success in this course! We also hope you will be able to appreciate the fact that
house-keeping is essential because charity begins at home and it is better to start teaching these
essential rudiments early so that they will grow with it. It is our hope that this course will
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challenge you to contribute positively to making children able to do well in home management.
Textbooks and References
Alabi, J. A.; Adeola, A.A. and Samuel, F.O. (2003). Principles of Meal Management.
Oyo: Odumatt Press and Publishers.
Brown, A. C. (2018). Understanding food, principles and preparation. University of
Hawaii 6th Edition CENGAGE
[Link]
nciples+of+Meal+Management&hl=en&sa=X&ved=2ahUKEwiS-
cW9gLTtAhWxz4UKHUkFD8AQ6AEwBXoECAYQAg#v=onepage&q=Principles
%20of%20Meal%20Management&f=false
Fredrick, J.S. and McWilliams, M. (1977). Living Nutrition. U.S.A.: John Wiley & Sons.
Johnson, C. (2013). Target living. USA ISBN-978-1-118-63297-0 (EBK)
[Link]
ng+Nutrition&hl=en&sa=X&ved=2ahUKEwjqwouB_rPtAhUJ-
hQKHZKDDcoQ6AEwA3oECAUQAg#v=onepage&q=Living%20Nutrition&f=fal
se

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CONTENTS PAGES

Modules The Family 13

1 …………………………………………………………
Unit 1 The meaning of family ……………………………………………. 13

Unit 2 The family Cycle ………………………………………………….. 20

Unit 3 The concept of Marriage ………………………………………… 24

Unit 4 Crises in the Family ………………………………………………. 33

Unit 5 Child Rearing Practices ………………………………………… 39

Modules 2 Feeding the Family …..…………………………………….. 46

Unit 1 Basic Concepts in Food and Nutrition …………………….. 46

Unit 2 Classification of Food …………………………………………… 50

Unit 3 Planning Meals for the Family ……………………………….. 57

Unit 4 Kitchen Equipment ……………………………………………….. 64

Modules 3 Family Caring ………...…………………………...……… 71

Unit 1 Clothing the Family ……………………………………………….. 71

Unit 2 Home Laundry ……………………………………………………… 76

Unit 3 Housing the Family ……………………………………………….. 82

Modules 4 Family Health Issue ………...………………………….…… 90

Unit 1 First aid in the Home …………………………………………….. 90

Unit 2 Basic Guidelines of Health Living ……………………..……. 95

Unit 3 Energy and Money Management in the Home ….……. 98

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MODULE 1 THE FAMILY

Unit 1 The Meaning of Family

Unit 2 The Family Cycle
Unit 3 The Concept of Marriage
Unit 4 Crises in the Family
Unit 5 Child Rearing Practices

UNIT 1 THE MEANING OF FAMILY

CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
3.1 Definition
3.2 Types of Family
3.3 Family Tree
3.4 Roles of Family Members
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUTION

You have just read through the course guide, which explained what this course is all
about. This is the first of the fifteen (15) units that make up this course. It is the
bedrock upon which the rest of the course is built. This unit introduces you to the
term ‘family’ as well as ‘its roles and functions’. The learning outcomes of the unit
guide you to the major content.

2.0 LEARNING OUTCOMES

At the end of this unit, you should be able to:

 Describe and define the family

 Trace family relationships

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  Know the roles of family members.

3.0 MAIN CONCEPT

3.1 Definition

The family is a group of people united by ties of marriage, blood, and or adoption.
The ties or relationships are characterized by common residence, economic
cooperation and most importantly share the same culture. The concept of the family
is global, though with variations in its structure among different people of the world.
The family is the basic social unit of the societies. Stables families produce stable
societies and vice-versa. Thus, the importance of a strong and healthy family
structure cannot be over emphasized.

The members of a family are interdependent. They live together for their common
good. Due to cooperative existence, they live together in peace and harmony and
with other families around.

3.1 Types of Family

There are four types of family in Nigeria. These are (i) nuclear family (ii)
Monogamous family (iii) Polygamous and (iv) Extended family. Another type of
family that is not common is Nigeria is Polyandry.

Nuclear family is made up of a man, his wife and their children (born or adopted). It
is the most universal type of family. The extended family, on the other hand is made
up of the man, the family’s recognized head, and his wives (two or more) with their
children. This is a common type of family here in Nigeria.

Here we have members of the immediate family (i. e) a man, his wive(s), children
plus aunties, uncles, cousins, grand parent, daughter-in-law, grandchildren,
nephews, nieces etc. Extended family consists of many nuclear/monogamous and
polygamous families. Any considerable link by birth qualifies a person to be part of
the extended family.

However, another type of family called polyandry consists of two or more men
(husband) a wife and children. This is not practiced in Nigeria.

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SELF ASSESSMENT EXERCISE

1. Think about the types of family found in Nigeria. What are the demerits of
nuclear family system?
ANSWER
 Lack of variety, leads to routine and possible boredom
 Decision making not diversified
2. What type of family do you belong to?

ANSWER
Nuclear family

3.2 Family Tree

The family tree is a diagram describing and naming family relationships. It is also
known as family configuration. This is defined as “the particular member of a family
and their interrelationship”. e.g.

Diagram A configure monogamous family relationship while B configure

polygamous relationship at the nuclear level.

After reading through this sub-section, you should be able to trace your own family
tree and make a sketch of it.

Let us start the family configuration with Husband and the wife. Together they form
a COUPLE. They have two children, one male (their SON) and one female (their
DAUGHTER). Both the son and daughter are related as BROTHER and SISTER

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respectively, or just SIBLINGS. The above configuration is the simple nuclear family.
Let us see further descriptions of family inter relationships below: -

Uncle: The brother of one’s father or mother.

Aunt: The sister of one’s father or mother.
Nephew: The son of one’s brother or sister.
Niece: The daughter of one’s brother or sister.
Cousin: Child of one’s uncle or aunt.
Brother-in-law: Brother of one’s husband or wife. Husband of one sister.
Sister-in-law: Sister of one’s wife or husband. Wife of one’s brother.
Mother-in-law: Mother of one’s wife or one’s husband.
Father-in-law: Father of one’s wife or one’s husband.
In-laws: (In the Nigeria context): Any member of one’s spouse
nuclear or extended family.
Spouse: The one to whom a person is married.
Grandparents: The parents of one’s parents.
Great Grandparent: The grand parent of one’s
parents. Grand Children: The Children of
one’s child
Great grandchildren; The children of one’s grandchildren.

SELF ASSESSMENT EXERCISE 2

Trace your own family tree and draw a sketch of it

Husband

Wife

Child Child

3.4 Roles of the Family Members

Every member of the family has got some responsibilities to perform in the family.
There should be cooperation among family member in the performance of duties so
as to make the family a good and happy one and for the smooth running of the home.
We shall now look at the different member of the family alongside their specific
roles.

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 (a) The Father (husband)

The father is the head of the family in all cultures in Nigeria. The head of the family
has authority over all the family’s affairs and decisions. He is responsible for
providing, maintaining discipline in the family, as he guides, counsels and directs
family affairs. He cooperates with the mother in training the children and other
family members. The responsibility of providing proper education for the children
rests on the father. Above all, he must be a role model for the family by being a good
citizen, morally upright, a hardworking and a reliable person. Economically, he is
perceived as the bread winner of the family, hence he must have a strong financial
base.

(b) The Mother (wife)

The mother, though under the authority of the husband is the overseer of the home.
She plans, cook and serve meals for the family members as the homemaker. She
keeps the house clean and in order. She is responsible for bearing and rearing of
children (this is a biological and cultural role). She makes sure that the family is well
clothed. Many mothers contribute to the household expense by assuming financial
responsivities, in order to relieve the husband. In Nigeria of today, the mother
assumes the statue of household/family head whenever the father died or move out
of the community. The mother should also be a role model by setting good example
and maintaining a good value system for family living.

(c) The Children

Generally, children run errands for their parents and do work in the home. As they
grow up, they take up the domestic work such as cooking, washing, mending tidying
up and gardening. In a traditional or rural Nigeria family, there is division of roles
along gender line among the children. Male children grow-up to learn farm work
while the female ones learn domestic chores. Children should love respect and obey
their parents and other adults in the society. Run errand for the elder including their
parents. Childhood is the period for learning the family values, trade, standards,
norms, and religious beliefs.

(c) The extended family members

It is necessary to highlight the roles of family members who are not part of the
nuclear family, but who live with the family. Such members should take up

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 responsibilities according to their age, sex, ability and health conditions. For
instance, cousins, nephews, and nieces should join the children in carrying out
domestic chores and running errands for the parents. The grannies should help
in rearing the children. They enrich the family with their vast knowledge and
experiences.

4.0 CONCLUSION

In this unit, we have introduced you to the concept of family and family life. This
knowledge is fundamental in a study of family living; it will help the family to live a
healthy and happy life.

5.0 SUMMARY

The family is the basic social unit of the society. Stable families produce stable
societies, which in turn result in a stable nation. The family as unit carries out many
important functions in a society such as continuity of society through
procreation/economic development and governance, population maintenance,
security and integration, it also helps to socialize its members in a social values and
traditions through child rearing and upbringing.

Looking at the present-day Nigeria society, can you observe the influence of the
family on the physical, mental and moral development of Nigeria? Highlight your
observation points and discuss each point with any of the followings: personalities,
studies, teacher and/ or guardian and councilor to justify your observation.

6.0 SELF ASSESSMENT EXERCISE

1. List and describe the three types of families

ANSWER
 Nuclear family- a family of two parents and the children they have together
 Extended family
2. Mention four specific functions of:
a. The father b. The mother c. The children.

7.0 REFERENCES/ FUTHER READING

Anyakoha, E. and Eluwa, M. (1991). Home management for schools and colleges.
Onitsha: Africa- FEP Publishers

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Anyakoha, E. U. (2017). Home economics for junior secondary schools. Africana First
Onitsha
Bamidele, R. (1986). Home economics for junior secondary schools. (Book 1).
Ibadan: Abi Print Publishers.
Nam, C. B. (2004). The concept of family genealogical perspectives. The Official
Journal of The North Carolina Sociological Association Vol. 2, No. 2.
ISSN1542-6300 [Link]/sociationtoday/v22/[Link]

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UNIT 2 THE FAMILY CYCLE

CONTENTS

1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
3.1 Stages of Family Life Cycle
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

The last unit made it clear that the family is the basic social unit of the society. Each
family passes through a definite life cycle as individuals making up the family pass
through different stages of life cycle. This is what is referred to as “family life cycle”

Why do we need to study the family life cycle? Each stage of the life cycle has its own
functions, problems and demands, which must be recognized if effective family
living is to be achieved. In other words, we need to study the family life cycle so as to
be able to live together in harmony as a family.

2.0 LEARNING OUTCOME

At the end of this unit, you should be able to:

 List the three stages of the family life cycle
 Discuss the characteristics of each stage (the functions, problems and
demands).

3.0 MAIN CONTENT

3.1 The Three Stages of Family Life Cycle

There are three stages in the family life cycle. These are
 The beginning family stage;
 The expanding family stage;
 The contracting family stage.
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The Beginning Family Stage

The family life cycle starts with a man and a woman who got married and start a
new family. The beginning family stage thus starts from marriage and ends with the
arrival of the first child. What are the characteristics of this stage?

First, it is a period of adjustment and establishment of the marital relationship. This

is the time for the couple to learn to know, accept and understand each other. The
pattern of matrimonial living is also, to a large extent, set at this time.

Secondly, it is a time to start saving and accumulating goods for the future, and time
to prepare for the new born baby (first child) of the family. The house is furnished,
electronics are bought, and in preparation for the expected baby when baby things
are purchased.

Thirdly the time, energy and financial demands on the homemaker are minimal, as
she has to take care of just herself and her husband. The major problem envisaged
during this stage of family life is that of management and or adjustment to the new
habit discovered. Eventually, hopefully, after a few disagreements, the couple will
settle down to peaceful family living after making needed adjustments.

The Expanding Family Stage

The extant stage is the expanding family stage. The woman becomes the mother of a
child, and the man becomes a father after some time. Thus, this stage covers a long
period from the time whether first child was born to the time when the last child
leaves home for higher education or vocational or commercial training. The
expanding stage as the name suggests is made up of sub-stages, which we shall
consider in detail.

(a) Child Bearing and Pre-School Period

Once the child is born, the husband and wife must now play the role of parents.
The feeding, clothing and caring for the child are the responsibilities of the father
and mother. The child starts schooling at the age of two where he learns to live
with people other than his family. During this period, financial demands increase.
Parents learn to take new responsibilities and also, need to make adjustments in
the sharing of their time, relationship and resources with the children. Arrival of

21
 children no doubt disrupts the honeymoon atmosphere of the beginning family
stage.

(b) The Primary School Period

The children enter primary school at the age of five or six to engage in formal and
energy demands in the husband and wife so much increase to the extent that it
bears heavily on the couples’ relationship. They therefore need to adjust in several
ways to establish a peaceful and happy home. In the already escalating midst of this,
new babies may arrive, adding to the already escalating demands. At this stage, the
parents must join hands to train and bring up the children. Laying foundation for a
responsible and upright life later on.

(c) The Secondary School Period

The first child enters secondary school from about the age of ten or eleven. The
children pass through the age of adolescence at this stage when they experience a
lot of biological changes in the body, as well as emotional and behavioral change.
Parents need to understand this, and communicate effectively with their children on
the implication of the changes experienced by the children for harmony and love in
the home.

(d) University or College Period

After secondary school, the child goes on to higher institution (College of Education,
Polytechnic or university). Alternatively, he learns a trade. The parents have the task
of looking after the large family, paying school fees, feeding the family and
maintaining the house, and meeting all the various need of the children including
transportation, entertainment, and upkeep/pocket allowances.

As children complete their courses in the university or higher school, they usually
go to make a home of their own. They may move to another town. Thus, this stage
begins when the first child leaves home as a young adult, up till when the last child
leaves for a life of his or her own. This is the stage when the number of family
members gradually decreases and financial commitments reduces.
The parents retire from active job service and start to live a quiet life. Parents are
also beginning to take on new roles as grandparents.

22
4.0 CONCLUSION
In conclusion, the problems associated with each stage of the family life cycle are
diverse and complex. The first step to solving them is a thorough understanding of
each stage and characteristics. This is the issue that this unit has attempted to
explain.

5.0 SUMMARY
In this unit, the concept and stages of the family life cycle is explained. By now you
should be able to justify its study as part of this course on family living. Finally, you
must have become familiar with the challenges of each stage of the family life cycle.

6.0 SELF ASSESSMENT EXERCISE

What are the demands of the beginning family, and the challenges of the expanding
and contracting stages of the family cycle?
ANSWER
Time, energy and financial seems to be the general demand and challenges of each
of the three stages.

7.0 REFERENCES/ FURTHER READING

Anyakoha, E. and Eluwa, M. (1991). Home Management for schools and Colleges.
Onitsha: African- FEP Publishers.
Anyakoha, E. U. (2017). Home economics for junior secondary schools. Africana
First Onitsha
CESAC (I980). Home Economics for Secondary Schools- Home Management. Lagos:
Macmillan Publishers.

23
UNIT 3 CONCEPT OF MARRIAGE

CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3.0 Main content
3.1 Marriage System
3.2 Planning of Marriage
4.0 conclusion
5.0 summary
6.0 Tutor - Marked Assignment
7.0 References/ Further Reading

1.0 INTRODUCTION

This unit insight into all the various components of marriage. The purpose of pre-
marital stage and factors affecting the choice of marriage partners are outlined. A
brief discussion of types of marriage and plans for marriage is given.

2.0 LEARNING OUTCOMES

At the end of this unit, you should be able to:

 State the purpose of pre-marital stage

 Highlight factors that affect the choice of marriage partners
 List the types of marriage
 Itemize the various plans needed for marriage

3.0 MAIN CONTENT

3.1 Marriage Systems

a. The Concepts of Pre-marital Stage

Premarital stage is the period that intending couples move together in order to
know each other to the extent of deciding to go ahead with marriage plans. This is
called courtship period. What the intending couples are expected to do or act during
the period depends on the culture and family background. The duration of pre-

24
marital period varies for many homes. For some, marriage is the result of a long
period of pre-marital relationship while it is just a ‘spell’ for others.

However, it is expected that the intending couples should use this period to

(i) Study each other’s attributes:” reactions to circumstances; tastes, dos

and don’ts
(ii) Decide if they would be able to cope with each other;
(iii) Establish their love for each other
(iv) Establish a good relationship; and
(v) Study and learn more about each other’s family background;

The aforementioned expectations, notwithstanding the pre-marital period may

be full of deceits more especially when the intending couples have very little time
for the period.

The deceits, notwithstanding, the pre-marital stage is strongly advocated for a

healthy family relationship, in view of the fact that couples who omit this stage
often, among others
i. Experience a big strain in their homes because their behaviors to each
other seem totally strange;
ii. Experience disappointment and poor coordination;
iii. Find it difficult to make achievement and advancement in life.

In view of foregoing, it is advisable that certain factors should be considered in

choosing a marriage partner;

1. Love

This is a foundation of any happy home. The two partners must have an
unconditional love for each other. Love helps to have a lasting marriage. Love for
each other may be a situation of love at first sight or may come gradually.

2. Physical Appreciation

The intending couples must have a physical attraction for each other. The
physical features of the man must be attractive to the woman, and vice versa.
This is very important since they are expected to have an intimate relationship
together in

25
marriage. However, it should be borne in mind that physical features
may be deceptive as they may be faded away due to injury, illness and situation,
hence this should be the main factor in choosing a marriage partner. The idea in
the future spouses, may not after all be wise.

3. Compatibility

It is very important that partners find each other compatible in such things like
education, religion, social interest culture, outlook to life, health status, likes and
dislikes etc. intending couples should know that they cannot be exactly the same
in all aspects of life and therefore, there is need for adjustment and compromise
on the part of the two people

However, due to the fact that marriage is a life time commitment which could
make or mar an individual’s progress in life the adjustment should be at a
tolerable level. Otherwise, the two parties are expected to call it quit.

4. Economic Security

It is very important that the partners have the wherewithal to cater for their
homes. It is a fact that a home that lacks the economic empowerment to provide
the basic needs of life would

(a) Not be happy (including the children)

(b) Be hindered in carrying out the functions of the home effectively and
efficiently; and
(c) Eventually collapse

Due to the economic situation of the country gainful employment by the man is
often regarded in most Nigerian cultures as a pre requisite to economic security
and successful marriage.

5. Parental Consent

This factor although may not be important in western cultures, it is strongly

believed that parents’ approval is pre-requisite to a happy home. Girl’s parents’
consent is especially sought by the man’s parents before the bride could be
married.

26
 b. Types of Marriage

Marriage is a union between a man and a woman of different family backgrounds

in which the partners share many things in common and which may lead to
procreation.

Marriage plays very important role in all human societies. Hence each society has
evolved principles and procedures to be followed in contracting marriages.

The various form of marriage in Nigeria is outlined below. Since the details of each
system vary from one culture to another, only the basic features of each system is
mentioned.

1. Traditional Marriage

This is often carried out in the home of the bride. In attendance are usually family
relatives of the husband and wife, friends and well-wishers. At times a religious
leader attends it.

Traditional marriage varies from one ethnic group to another in terms of content
duration and items required for the ceremony.

However, it is usual for the man’s family to pay dowry and present gifts while the
bride’s family entertains. Civilization has contributed to many changes in
traditional marriage.

Often traditional marriage permits polygamy, although it is not a general rule.

Traditional marriage is less binding on the two parties. The fundamental factor
on which other factors identified above are based under traditional marriage is
parental consent and family approval.

2. Non-Traditional

(a) Islamic marriage

This is conducted in the mosque under the leadership of the religion head. Here,
couples are reminded about the laws guiding marriage in the Quran. Islamic
marriage permits the man to marry up to four wives, provided he has the

27
 wherewithal. Bridal price is not accepted in Islamic marriage but a specified and
cherish gift from the bridegroom to his wife is accepted.

(b) Church Marriage

According to the marriage ordinance of 1914, church or Christian marriage

means a marriage that is organized by the law of the place where it is contracted
as the voluntary union for life of one man and one woman to the exclusion of all
others.

This type of marriage is contracted in the church where the couples are joined
together by the priest. Biblical injunctions relating to marriage are read to the
contracted marriage in court under the auspices of registrar couples. More often
than not, either party is not allowed to re-marry except one of them dies. Couples
exchange marriage vows and obtain marriage certificates from the church
already authorized by the state to conduct such marriages.

(C) Court Marriage

This is a. Prior to the day of marriage, a 21 days’ notice is filed by the registrar, on
behalf of the couples.

At the expiration of the notice, if there is no objection, a day is fixed by the court for
the couple to present themselves for the marriage ceremony.

Relatives, friends and well-wishers gather, along with the couples, to witness and
rejoice together.

It is a monogamous form of marriage since neither the man nor woman is expected
to re-marry unless another legal consent is sought for a divorce or either of the
party dies.

Otherwise, the offending partner is guilty of court contempt and may be legally sued
by the offended party for bigamy.

Court marriage could be contracted by any member of any religion like Muslims,
Christians, pagans, atheists etc.

28
(D) Marriage with Special License

This is contracted before a court registrar after the payment of a certain amount of
money. It is conducted for couples who are in a rush to marry.

3.2 Planning for Marriage

As earlier pointed out, at the pre-marital stage, the couples are always seen
together, discussing, studying each other’s moods and thinking carefully about
how well they can get on.

This interaction may eventually reach a climax when they discover that they find
it difficult to leave each other.

A kind of emptiness is created inside each person when they are away from each
other. At this point they begin to think of getting married.

In the planning for marriage, certain issues need to be addressed by the couple. Such
issues include:

1. The Form of Marriage to have

Different forms of marriage are discussed later. The elaborateness of the form of
marriage so chosen by the couple is influenced by parents’ preference, religion
dictate, family background, income, educational status and family exposure.
The form of marriage selected by the couples notwithstanding, a typical marriage
is preceded by the engagement period. The engagement period is designed to test
and prove the compatibility of the couple before they are finally pronounced as
husband and wife. Engagement helps the couples in so many ways such as:

(a) Appropriating the partners as a ‘pair’ both in their own eyes and those of
the two families;
(b) Giving the partners the opportunity to work, play and act as a pair;
(c) Learning to communicate their love, thoughts, moods and emotions better
than before;
(d) Developing confidence in each other since their love is expected to deepen
and broaden during this period;
(e) Exploring each other’s experiences and personalities;
29
 (f) Planning, in a more concrete way, for the marriage.

Some of the important decisions expected to be taken during the engagement

period include:

(a) Where to live

Marriage means that the couple will start a new family. Hence it is expected that the
couple leave their parents to settle in their own house. The couple therefore finds
themselves which neighborhood to settle and the type of amenities that the house
should have.

Their decision in this regard is greatly influence by proximity to their place of work,
proximity to markets, proximity to other family members and friends, place of
worship etc. it is often, advisable that couple should secure a house that meet their
present and future needs and standards.

(b) Financial Plans

Money management is very crucial to the success of the home. It is important that
couples should discuss the various ways of obtaining and spending money. It is
necessary that they know each other’s income and establish mutual trust in each
other. Couple should agree on the amount of money to save, the amount of money to
spend on relatives, clothing food, rent, housekeeping etc. this position is a
confraternal one among the modern couples because it is ladened with cultural
belief system that varies from place to place.

(c) Family Planning

Couples should decide on the number of children to have, along with the spacing of
the children. This is very important so as to adequately provide for the children and
also make the wife to be healthy. Unplanned and frequent pregnancies often create a
big strain on family relationship. The following point should be considered as status
of the couple.

i. The financial status of the couple in planning their family.

ii. The health of the couple;
iii. The age of the couple
iv. The responsibilities

30
4 CONCLUSION

It is very important that couples are advised to pass through the pre-marital stage
and that they should be open- minded to each other. A successful marriage will
require that the partners make concrete plans that confirm with their belief and
individual goals.

5 SUMMARY

You have just been exposed to the various sub-units of a marriage viz pre-marital
stage, types of marriage and plans for marriage. This should help, you to appreciate
the complexity of marriage and that marriage is for mature minds.

SELF ASSESSMENT EXERCISE

1. State the characteristics of each type of marriage that you know.

ANSWER
 In traditional marriage, everything about customs and traditions relating to
marriage are fulfill. Everyone present related to each of the couple is
introduced. The couple is joined together by the hired anchor persons
Christian marriage is done according to the Christian tenets and the couples
are joined by a Christian religious leader.
The same goes for Muslim marriage, a couple is joined by a Muslim cleric
under the Islamic laws. This marriage like the traditional marriage allows
more than one wife.
 Court marriage on the other hand is conducted under the nation’s
constitutional law. Just like the Christian marriage, none of the couple can
remarry except in case of death.

2. State the merits and demerits of the court marriage.

ANSWER

 Court marriage is bonded by constitution which does not allow any of the
parties to remarry except if one of them dies.

31
REFERENCES, FUTHER READING

Anyakoha, E. and Eluwa, M. (1991). Home Management for schools and colleges.
Ibadan: Africana- Fep Publishers Limited.
Anyakoha, E. U. (2017). Home economics for junior secondary schools. Africana
First Onitsha

UNIT 4 CRISES IN THE FAMILY

32
CONTENT

1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
3.1 Crises in the family
3.2 Family Inter-Relationship
3.3 Economic Recession/policy
3.4 Social adjustment
4.0 conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

The family is the building block of any society. It comprises individuals that have
different emotions, goals and attitudes. No family always have it smooth all the
time. Occasions arise at different times when things may not go as the parent or
children wish. Such situations need to be handled carefully so as to maintain
peace and harmony in the home. In the unit we look at some common challenges
facing the family and how to take care of them.

2.0 LEARNING OUTCOMES

At the end of this unit, you should be able to:

 Identify crises or problems that could in a family
 Suggest ways of handling such problems in order to foster harmony, love
and trust in a family.

3.0 MAIN CONTENT

3.1 Family Crises

All families have their crises period when things do not happen as expected. This
period should be seen as a challenge, which must be circumvented or succumbed by
the family. The crises area in a family vary in form, duration and stages. The
common ones especially in Nigeria context are categorized below:

3.2 Family Inter- Relationship

33
(a) Incoming of a New Born Baby

Occasions may arise when a new born baby may bring pressure on the family
members, finance and time especially when the couple are not prepared for it.
There are occasions where couples prepare for one baby but they come in
multiples. This could be handled by planning all pregnancies and preparing all
family members for the arrival of the baby. There must be adjustment in the
finances of the family and willingness of all members to take additional
responsibilities.

(b) Personality Clashes

Clashes in personality and individual rights arise as a result of differences in

abilities, goals, developmental stages and profile of family members. In solving
this problem, all person should be recognized as individuals whose view must be
respected and considered. Establishment of effective communication should be
considered in the family. Indeed, mutual respect for one another’s rights and
opinions reduce or even eradicate personality clash. The parent’s role as
moderator is very important in this respect.

(b) Family Standards and Rules

When differing rules and standards especially contrary ones are set by father and
mother, crises occur. As a result, children will take undue advantage of the
situation since the parent are not united. It is therefore, important that a family
identifies value, set goals and establishes standards and rules that are acceptable
to all family members. Family rules should not be too stiff or rigid and loose or
compliance to all family members.

34
 (c) Death or Loss of a Family Member

Loss of a family member especially the breadwinner through death or kidnap

may shatter the hope/goal of the family. This automatically brings adjustment to all
part of family lives and beginning of a new life. This situation needs patience,
steadfastness, prayer and good will of people to pursue the family goal.

(d) Divorce

Divorce breaks the home, thus causing psychological depression to family members,
especially the children. Divorce is the root of many vices in the society. It is
important for all parents to always be watchful to keep the home intact and never to
give room for over assumption.

Economic Resources/ Policy

(a) Unexpected Loss of Job

This is a big ‘blow’ on the family, especially when the breadwinner is affected. A
reappraisal of family goals may be needed when this occurs.

(b) Economic Policy

Government policies in form of tax policy, pension policy, health policy, welfare
policy, energy policy etc. may cause a drastic reduction in income generation and
expenses of a family. This also calls for reappraisal of family finances and goals.

(c) Inflation/ Scarcity

Frequent and scarcity of basic need of the family may create a strain on purse of
the family. It may mean a deprivation of some items in order to satisfy the basic
need. A good example is the incessant increase and scarcity of cooking fuel, which is
a basic need of every family.

35
2.2 Social Adjustments

(a) School Period Crises

Crises in this area may take different forms. It may be that the children attain the
school age at the same time and the parents are unable to meet up with the
financial demand. Denial of a child in order to satisfy the other may cause a strain
on the family relationship. It may also be that the children are influence
negatively by peer groups in school such that they need to be withdrawn to
another school. Adequate training of children and giving birth to the number of
children one could afford may help in solving this problem. Family planning and
fulfillment of all responsibilities particularly by parents is mostly needed to
prevent such crises.

(b) Burglary

Thieves may steal some family belongings which may be difficult to replace. As
much as possible, families should insure their valuable properties.

(c) Accidents

Fire, road, and industrial accidents can cause incapacitation or hospitalization of

family members. They can lead to serious losses such as loss of houses, property
and lives. They can prevent the achievement of family goals. Family should also
insure their properties and live.

(d) Societal Value

Expectation from the extended family members in terms of financial assistance,

gratification for past help rendered to parents especially in raising up either the
father or mother. Also, the standards the society expects the family to attain in
terms of accommodation, building a house, type of clothe to put on type of vehicle
to procure e .t .c could lead to crises. In solving this, parents should adopt the
principle of ‘’cut your coat according to size’’. And this should be inculcated in the
children.

36
 (e) Grown-Up Children

Nowadays, children who have passed through the tertiary institutions still
depend on their parents because they are unable to get jobs. This is a big problem
in the society because these children may be additional burden on the family and
then the children may not be easy to control

(f) Different Belief System

There are occasions when husband and wife share different religion belief system.
The children find it difficult to know which religion to follow until they become of
age. And most often, there are misunderstanding on the mode and language of
praying in the family. Family should eschew religion differences and worship in the
same way for the children to be properly or oriented.

4.0 CONCLUSION

There are diverse kinds of crises facing an average Nigerian home. These crises are
caused by a number of factors which often times interact with one another. The
larger the family the more complex the interacting system.

5.0 SUMMARY

Family crises are inevitable in the home and vary from one family to another.
Overall, they are caused by family inter-relationship, economic and social factors,
Parents and children are important agents in resolving family crises.

6.0 SELF ASSESSSMENT EXERCISE

1. Discuss the factors causing family crises in Nigeria.

ANSWER
Family inter-relationship can bring crises in the family through unnecessary
comparison and influence

37
REFERENCES/FURTHER READING

Anyakoha, E. & Eluwa, M. (1991). Home Management for schools and colleges.
Ibadan: African-Fep publishers Ltd.
Anyakoha, E. U. (2017). Home economics for junior secondary schools. Africana First
Onitsha

CESAC (1980). Home Management for Nigeria Secondary School: Home

Management. Lagos: Macmillan Nigeria publishers.
Ononuju, J .N., Ashiru, G. A; Egbuchulam, B. C. and Ojukwu, C .N. (1980). Home
Management for Senior Secondary School. Ibadan: Evans Brother Limited.

38
UNIT 5 CHILD REARING PRACTICES

CONTENTS

1.1 Introduction
1.2 Learning Outcomes
1.3 Main Content
1.3.1 Child Rearing Style
1.3.2 Child Rearing Practices
1.3.3 Child Rearing Across Lifespan
1.4 Summary
1.5 Tutor- Marked Assignment
1.6 References/ Further Readings/Web Sources

1.0 INTRODUCTION
Child rearing according to American Psychology dictionary (Aug. 2022) is a style of
nurturing children and modelling certain cultural background. It explains that the practice
differs in terms of style of discipline, expression of love and affection, tolerance and
leniency. Wikipedia the free encyclopedia stated that child rearing increases and assists
the appearance, feelings, relationship and mental growth of a child from birth to beyond
maturity.

2.0 LEARNING OUTCOMES

At the end of this unit, you should be able to:
 Explain the concept of child rearing;
 List some child rearing styles;
 Enumerate some child rearing practices;
 Explain briefly different levels of child rearing.

39
3.0 MAIN CONTENT

3.1 Child rearing styles

Child rearing style varies from parent to parent and it determines the tone of a home.
Three major styles were identified by Diana Baumrind (1978) a Developmental
Psychologist, the styles are authoritative, authoritarian and permissive. One (uninvolved)
was later added to it to make four. Parenting style can affect a child negatively or positively
in his education or career.

Authoritative Style
This style of child rearing relates positively with mental health and well-being of a child.
The psychologist described it as ‘just right’ style. It requires average level of demand on the
child and the same level of responsiveness from the parents. This style relies on positive
use of reinforcement and seldom use of punishment. Parents take time to study and are
aware of children feeling and capabilities, they assist the development of a child’s
autonomy within reasonable limits. It promotes an atmosphere of give and take, demand
and control between parent and child is also balanced. The ability to practice without
physical punishment encourages favourable result of high competence, mental health and
social development unlike other styles.

Authoritarian Style
Parents who use this style are very rigid and strict with zero tolerance for disobedience,
also less responsive to the children. Nonadherence or disobedience to rules attracts
corporal punishment. There are always no explanations to rules and regulations, it just has
to be followed dogmatically. Likewise, there is no care for whatever reason that is
responsible for deviation even if it is genuine. Children raised with this style are often less
cheerful, moodier and more vulnerable to stress.

Permissive Style
This is common with the working-class group and probably the bourgeoises. A lot of
respect is given to the child’s freedom, opinion and autonomy, parents rely solely on
reasoning and explanation. The style is more of western than African, punishment is rarely
given and chastisement is mostly avoided. This style results in low level of self-control,
self-reliance because of the happiness, care, freedom and provisions they get from home.

Uninvolved Style
Parent have no sense of responsibility whatsoever in this style, there is no expectation
from the child as nothing is invested in terms of emotion or physical thus communication
gap between parent and child is wide. Here, the child is exposed to all forms of abuse from
40
 both within and without. He can end up to be socially incompetent, poor in academic
performance, psychosocial development and problematic behaviour.

Intrusive Style

Parents who use this style tend to influence or determine everything about their child.
They dictate the life of their children. They use withdrawal, guilt induction and
manipulative tactics which can consequently affect their growth and development. These
parents at times set unrealistic expectations on their wards such as enrolling them into
more extracurricular activities or courses they are not passionate about or not have mental
ability for. They try to compare their children with others around them, the consequence of
this can be greater under-eating behaviour, risky cyber behaviours, substance use and
depressive symptoms.

3.2 Child Rearing Practices

These are techniques and methods parents use to socialize their children. Modelling is one
major technique that a parent can use. Some parents read aloud while the children listen
with
the aim of assisting their linguistic and intellectual development. Some other people use
story-
telling depending on the cultural setting of the family.

Skills and Behaviour

Skills and behaviour of parents can guide children into healthy adulthood and social skills.
A child’s cognitive potential, social skill and behavioural functioning is acquired during the
early years and are correlates of the quality of their interaction with their parents.

Canadian Council on Learning affirmed that children benefit when parents:

 Communicate truthfully about events: Authenticity from parents who explain can
help their children to understand what happened and how they are involved;
 Maintain consistency: Parents that regularly institute routines can see benefits in
their children’s behavioural pattern;
 Utilise resources available to them reaching out into the community and building a
supportive social network;
 Take interest in their child’s educational and early developmental needs such as play
that enhances socialization, autonomy, cohesion, calmness and trust;
 Keep open communication lines about what their child is seeing, learning, doing and
41
 how those things are affecting them.
Children who come from a negative or vulnerable childhood environment frequently
(and often unintentionally) mimic their parents' behaviour during interactions with
their own children. Parents with an inadequate understanding of developmental
milestones may also demonstrate problematic parenting. Parenting practices are of
particular importance during marital transitions like separation, divorce, and
remarriage; if children fail to adequately adjust to these changes, they are at risk of
negative outcomes (like increased rule-breaking behavior, problems with peer
relationships, and increased emotional difficulties).

Research classifies competence and skills required in parenting as follows:

 Parent-child relationship skills: quality time spent, positive communications, and

delighted show of affection.
 Encouraging desirable behavior: praise and encouragement, nonverbal attention,
facilitating engaging activities.
 Teaching skills and behaviors: being a good example, incidental teaching, human
communication of the skill with role-playing and other methods, communicating logical
incentives and consequences.
 Managing misbehavior: establishing firm ground rules and limits, directing discussion,
providing clear and calm instructions, communicating and enforcing appropriate
consequences, using restrictive tactics like quiet time and time out with an authoritative
stance rather than an authoritarian one.
 Anticipating and planning: advanced planning and preparation for readying the child for
challenges, finding out engaging and age-appropriate developmental activities,
preparing the token economy for self-management practice with guidance, holding
follow-up discussions, identifying possible negative developmental trajectories.
 Self-regulation skills: monitoring behaviors (own and children's), setting
developmentally appropriate goals, evaluating strengths and weaknesses and setting
practice tasks, monitoring and preventing internalizing and externalizing behaviors.
 Mood and coping skills: reframing and discouraging unhelpful thoughts (diversions, goal
orientation, and mindfulness), stress and tension management (own and children's),
developing personal coping statements and plans for high-risk situations, building
mutual respect and consideration between members of the family through collaborative
activities and rituals.
 Partner support skills: improving personal communication, giving and receiving
constructive feedback and support, avoiding negative family interaction styles,
supporting and finding hope in problems for adaptation, leading collaborative problem
solving, promoting relationship happiness and cordiality.
42
 Consistency is imperative in positive child rearing while overprotection is weakness on
the part of a parent.

3.3 Child Rearing Across Lifespan

Child rearing is an affair that last for a fairly long time, it takes place before pregnancy to
when a child becomes an adult. This means it is an encounter that needs planning between
couples. Lack of planning, unpreparedness or ill-health is the fundamental cause of
negative child rearing. Wikipedia, the free encyclopedia (n.d) corroborated this by stating
that worldwide, 40% of all pregnancies are not planned. It explained further that more
than 30 million babies are born each year as a result of unplanned pregnancies.

Parents’ decisions affect the unborn child, particularly those ones that have to do with its
lifestyle. Health, rate of activity and nutrition at the pregnant woman’s disposal is likely to
affect child’s development. Some pregnant women eat well and have time to rest while
others do not eat well because of poverty or ill-heath thus lacking the nutrients the unborn
child needs to develop properly.

The real care begins as soon as a child is born, a period when a lot of attention is given to a
neonate. The baby eats at few hours interval, the only way he communicates his needs
either hunger, discomfort, boredom or loneliness is through crying. It takes an observant
mother to recognize what different kinds of crying represent. Children respond to
cuddling, caressing, massaging and warm baths though at times they went to sooth
themselves with thumb sucking. Exclusive breast feeding is recommended as experts say it
is great gain. Attachment is formed during breast feeding, it is the foundation of the baby’s
capacity to form and conduct relationship throughout life. Lack Of attachment can cause
problems such as post-traumatic stress disorder or a kind of disobedient and rebellious
disorder.

Toddler stage is a time when a child is showed how to do things. It is a stage when a child
build vocabulary, increase communication skills and manage his emotion. He learns social
etiquette like politeness and taking turns. A child is inquisitive and curious at this stage,
parents must always answer their questions. This is when they start learning the rules of
cleanliness like hand washing when you just entered from outside and before food, mouth
washing after each meal and before bedtime. Children also learn by trial and error at this
stage and they get frustrated as they try activities over and over, parents must be
supportive and not scold them.
Young children are more independent and they build friendship. Their reasoning capacity
is higher than that of a preschooler thus, they can make their own decisions in many
43
hypothetical situations. They pose to be independent and also feel useful and capable. It is
good to play with them at this stage, it makes them feel happy and loved. Parents will also
able to have a glimpse into their world, learn to communicate more effectively with them
and have another setting to give them soft nurturing guidance. Health, hygiene and eating
habits are thought through instructions and example.

Adolescent rearing seems the most demanding of all stages, parents often feel isolated and
alone. It is a time of high risk for the adolescents when newfound freedom can result in
changes that drastically open up or close off life opportunities. A lot of changes occur
during adolescence in the brain, the emotional center of the brain is fully developed, but
the rational frontal cortex has not matured fully so they are not yet able to control their
emotions. Adolescents enjoy spending more time with peers (especially opposite gender)
than with their parents. They form their identity, test and develop the interpersonal and
occupational roles that they will assume as adults. Issues at this stage involves dealing with
rebelliousness relating to great desire to participate in risks. An antidote for this is building
a trusting relationship with them. Parents can achieve this through behavioural control,
parental monitoring, consistent discipline, parental warmth and support, inductive
reasoning and strong parent-child communication. Trusting relationship will encourage an
adolescent to approach his parents for help when faced with negative peer pressure.

Child rearing does not end with teenage years, support may be needed beyond the
adolescent stage. It may extend to middle or later adulthood, it is not strange but rather
depends on individual situation. Child rearing can be a lifetime process, parents may
render financial assistance to their adult children which includes giving inheritance after
death. The life perspective and wisdom given by parents to their adult children will help
them to in their journey of life. When parents become grandparents, it another milestone
that is similar to child rearing. However, roles can be reversed in some situations when
adult children care for their aged parents.

Conclusion

In conclusion, child rearing is a lifetime process that takes place before conception and last
for as long as parents live. Most times, the child is what the parents make him. Upbringing
and training determine what a child becomes or how far he goes in life, as the adage says:
as you lay your bed, so you lie on it.

Summary
In this unit, the concept of child rearing, child rearing style, child rearing practices and
child rearing through lifespan. The implication of whatever style or practice is explained
and what parents should do at different levels of child development is also discussed.
44
Self-Assessment Exercise

1. Define in clear terms what child rearing entails and at which stage of human life does
it happen.
Enumerate the three (3) major styles of child rearing.
2. Which stage of child rearing is most challenging for parents and their wards?

Answer
1. Child rearing is the technique and method parents use to socialize their children, it is
a lifetime process that takes place before conception and last for as long as parents
live.

2. (a) Authoritative style

(b)Authoritarian style
(c) Permissive style

3. The most challenging stage of child rearing for parents and their children is the
adolescence stage.

References/Further Reading

APA (Aug. 2022). Child-rearing practices

[Link]

Baumrind, D. (1978). "Parental disciplinary patterns and social competence in

children". Youth & Society. 9 (3): 238–
76. doi:10.1177/0044118X7800900302. S2CID 140984313.

Wikipedia Encyclopedia (n.d). Parenting

[Link]

MODULE 2 FEEDING THE FAMILY

Unit 1 Basic Concept in Food and Nutrition
Unit 2 Classification of Food Contents
45
Unit 3 Planning Meals for the Family
Unit 4 Kitchen Equipment

UNIT 1 BASIC CONCEPT IN FOOD AND NUTRITION

CONTENTS

1.0 Introduction
2.0 Learning Outcome
3.0 Main Content
3.1Definition of Terms
3.2 Nutrients of Food
4.0 Conclusion
5.0 Summary
6.0 Tutor- Marked Assignment
7.0 References/ Further Reading

1.0 INTRODUCTION
One of the major concerns of a homemaker is how to properly nourish the family.
Indeed, a well-nourished family is a healthy one. It is therefore necessary in a course
such as this to devote some time to the science and art of nourishing the family
members. This unit is a first step in this direction, as it provides an introduction to
the basic concepts which will help you to understand food and nutrition.

3.1 LEARNING OUTCOMES

At the end of this unit, you should be able to:
3.1.1 Define some basic terms relating to nutrition
3.1.2 List the nutrient in the food, their functions and major sources

46
 3.3 MAIN CONTENT

3.4 Definition of Terms in Food and Nutrition

Food is made up of certain chemical substances that work together and interact
with body chemicals (enzymes) to serve the needs of the body. Let us now define
selected terms used in the study of nutrition.

3.4.1 Food

Food is any substance which when eaten, digested and absorbed, keeps us alive
and healthy. Any item consumed and does not contribute to healthy living and
body growth is not food.

3.4.2 Nutrients

These are the chemical components in food that performs the function of food
nurture the (i.e. nurtures the body and facilitates body growth) it follows therefore
that no edible substances can be called ‘food’ unless it contains one type of nutrient.

3.4.3 Digestion

This is the process of changing food into simpler forms which can be absorbed
and used by the body.

3.4.4 Enzymes

These are substances in the body which speed up or hasten the breaking down of
food.

3.4.5 Cell

This is the smallest functional and structural unit of a living organism, plant or
animal.

3.4.6 Metabolism

This refers to the chemical changes in living cells, by which energy is provided
for the virtual process.

47
 3.4.7 Nutrition

This is the study of food and the way our bodies use the food. It can also be
defined as the science of nourishing the body properly.

We have defined some nutrition-related terms. Let us now focus on the nutrients,
the building blocks of food.

3.5 Nutrient in Foods

The food we eat nourishes us, enabling us to live, to grow, to keep healthy and
well, and get energy for each day’s activities. The nourishing substances in food
are called nutrients. It is important for you to understand the functions, sources,
and deficiency diseases of these nutrients, so that you can plan suitable meals to
meet the individual needs of each family member.

All foods contain one or more nutrients in varying amounts. There are six major
classes of nutrients. These are protein, carbohydrates, fats, vitamins, minerals and
water.

4. 0 CONCLUSION

The food we eat has purposes it serves to the body. Each food has vitamin(s) that it
is rich in and each vitamin has what it does for the body. It is important to that you
know what to eat and when to take a particular diet. Nutrition is germane to health,
what a man consumes is what makes or mar him. The choice of life and death is in
the hands of each individual.

5.0 SUMMARY

In this unit, you have been exposed to the meaning of terms such as digestion,
enzymes, cell, metabolism and nutrition. You have also been exposed to nutrients of
food.

6.0 SELF-ASSESSMENT EXERCISE

Briefly explain these terms:

Digestion, enzymes, cell, metabolism and nutrition.

48
 ANSWER

Digestion- This is the process of changing food into simpler forms which can be
absorbed and used by the body.

Enzymes- These are substances in the body which speed up or hasten the
breaking down of food.

Cell- This is the smallest functional and structural unit of a living organism, plant or
animal.

Metabolism- This refers to the chemical changes in living cells, by which energy
is provided for the virtual process.

Nutrition- This is the study of food and the way our bodies use the food. It can
also be defined as the science of nourishing the body properly.

7.0 REFERENCES / FURTHER READING

MedlinePlus (2021). Definitions of Health Terms: Nutrition

[Link]

49
UNIT 2 CLASSIFICATION OF FOODS CONTENTS

2.0 Introduction
2.0 Learning Outcome
3.0 Main Content
3.1 Food Groups
3.2 Three-Group System
3.3 Four-Group System (United States)
3.4 Five-Group System (United States)
3.5 Six-Group Food System (United Kingdom)
3.6 The Fourteen-Group System Built for African Food Groups (Tropical)
4.0 Conclusion
5.0 Summary
6.0 Tutor- Marked Assignment
7.0 References/ Further Reading

1.0 INTRODUCTION

3.1 Food Groups

There are several thousand types of food eaten all over the world. However, each of
these foods can be placed into one group or the other. Such group possess similar
characteristics. Several kinds of food groups exist varying from the simple three-
group system to the fourteen-group system, depending on the country in which it
was formulated.

3.2 The Three-Group System

This system uses the smallest number of groups possible. Foods are classified into
three groups, namely;

(1) Body-building foods (protein rich foods)

(2) Protective foods (food rich in vitamin and minerals.
(3) Fuel foods (food contributing energy).

However, this grouping has its disadvantages. The first problem is that by dividing
foods simplistically into three categories, it is possible to misplace foods.
Groundnuts are often classified as a protein food, but groundnuts are rich in both

50
protein and fat (energy). Secondly, many people find it difficult to follow the plan,
because they cannot afford to buy the foods, and they do not plan meals that way.

3.3 The Four-Group System (United States)

1. Milk and milk products
2. Meat, fish, poultry and eggs
3. Fruits and vegetables
4. Bread, flour, cereals.

3. 4 Five-Food Group (United States)

(i) Milk, meat, fish, poultry eggs and meat substitutes.

(ii) Vegetables and fruits
(iii) Bread and other cereals foods
(iv) Butter and wholesome fats
(v) Simple sugars

3.5 Six-Food Group System (United Kingdom)

(i) Lean meat, fish and poultry, eggs

(ii) Skimmed milk, cottage cheese, and low fat yogurt
(iii) Fruits and vegetables
(iv) Whole-meal cereals, stead, pasta, rice, breakfast cereals
(v) Butter and margarine
(vi) Oil, lard, cream, sugar, chocolate and oil

3.6 The Fourteen-Group System Built for African Food Groups (Tropical)

Food groups based on foods available within the African environment are aimed at
facilitating the selection of foods that meet individual’s nutritional need in African
countries. There is no standard food grouping system for Nigeria. The various
classification found in the literature has been combined on the basis of the lecturer’s
discretion.

Hence, in this course, a combination of the various grouping systems is here

presented:
Group 1 Cereal and grain products
Group 2 Starchy roots and tubers
Group 3 Grain legumes and legume products
Group 4 Nut and seeds
51
Group 5 Vegetable and vegetable products
Group 6 Fruits
Group 7 Sugars and syrups
Group 8 Meats, poultry and insects
Group 9 Eggs
Group 10 Fish and shell fish
Group 11 Milk and milk products
Group 12 Oils and fats
Group 13 Beverages
Group 14 Miscellaneous
We need to study the nutritional qualities of these food groups: The basic nutritional
characteristic of food in the 14-food group system

Considered above are presented here. Detailed information concerning the

composition of individual foods assembled in convenient form in the food
composition Table and can therefore be obtained from there.

Group 1 Cereal and Grain Products

Cereal grains are the backbone of the human food supply, be it in their original form,
or in the form of flour and bread of noodles. The grains, listed in order of their
worldwide quantitative importance are rice, wheat, corn, sorghum, rye, barley,
millet and oats. They contain from 7-14% protein and about 75% carbohydrate. The
proteins are of low biologic value. However, when supplemented simultaneously
with consumed proteins of better quality, they are capable of supplying the human
protein requirement. They also provide minerals and vitamins (micronutrients),
which are held mostly in the outer layers of the kernel or in the germ. Most of which
the micronutrients are lost in the process of milling or processing. Enrichment of
flour from milled grains restores some of the lost vitamins and minerals. Parboiling
of rice before milling also helps to preserve some micronutrients.

Group 2 Starchy Roots and Tuber

Root and tuber crops such as cassava, yam, cocoyam, and sweet potato rank next in
importance to cereal grains in providing the major part of the daily energy needs of
the people. Starch fruit like bananas and plantain are also important. Together, this
group contains 20-80% of carbohydrate but protein, fat, vitamins and minerals are
generally found in much smaller quantities. Plantain and bananas, however, contain
iron in large amounts.

52
Group 3 Grain Legumes and legume products

Dry legume seeds, such as beans, peas and lentils, contain approximately twice as
much as protein as cereals and almost as much carbohydrate. Soybeans are
outstanding because of their very high protein content and their biological quality of
this proteins is somewhat less than that of animal proteins. On the average, about
90% utilized is still a highly respectable figure. Legumes are good sources of
thiamin, and moderates amounts of riboflavin and niacin.

Group 4 Nuts and Seed

As a rule, most edible nuts contain less carbohydrate than legumes and are rich in
protein but very rich in fat. These proteins of nut have a biological value similar to
that of legumes (except soybeans). They contain fair to generous amounts of
thiamine, riboflavin and niacin as well as iron and phosphorous.

Group 5 Vegetables and Vegetables Products

Vegetables, especially green leafy ones provide an abundance of roughage, which is

an important component of a normal diet. Their protein is generally of high quality,
though not abundant in quality. The value of vegetables lies prominently in their
vitamin and mineral content such as vitamin and mineral content such as vitamin A,
Iron, calcium, riboflavin, folic acid and vitamin C.

Group 6 Fruits

They are valuable of the water, vitamins and minerals that they contain as well as
for their bulkiness and laxative properties. Vitamin C, vitamin A and riboflavin are
found in fruits.

Group 7 Sugar and Syrups

In the quantities usually consumed, sugars, syrups, honey and most jams contribute
calories to the diet and very few other nutrients. As in the case of many fats,
excessive consumption of sugars is disadvantageous in as much as it leads to a
smaller consumption of nutritionally more desirable foods.

53
Group 8 Meats, Poultry and Insects

Except for pork, which is characterized by a higher fat content, and by a high level of
thiamine, the nutritive value of most edible meats is similar, Beef, veal, mutton,
lamb, goat and game provide high biological quantity. The proteins of meats are
surpassed in quality only by those provided by eggs. Poultry meat from chickens,
turkeys, ducks, geese and game birds make approximately similar nutritive
contributions to the diet. In some part of Africa, insects, notable termites contribute
significantly to the diet.

Group 9 Eggs

The average hen’s egg contains roughly 13% protein and 12% fat. Egg proteins are
of the highest, being about 98% absorbed by the body after digestion. The fat of the
egg is finely emulsified and easily assimilated. The egg yolk contains most of the
vitamins, minerals and fat, while the egg white contains most of the protein.

Group 10 Fish and Shell Fish

From the standpoint of nutrition, fish does not differ markedly from other meats on
the whole. It contains more water and less fat, but the desirable quality of its
proteins is similar to that of other animals. Shellfish and other seafood’s such as
crabs, lobster and crayfish fall into the same category.

Group 11 Milk and Milk Products

Milk is distinguished by the high quality of its protein and its high content of calcium
and phosphorus. It is also a good source of riboflavin and vitamin A. it supplies large
quantity of lactose and readily digested milk fat. The fact that it contains most
essential nutrients makes it indispensable to the infant and highly desirable to the
growing children and the pregnant and lactating women.

Group 12 Oils and Fats

Oils and fats are primary sources of energy and to a varying degree, of the essential
fatty acids and fat-soluble vitamins. The fish oils contain vitamins A and D. With the
exception of the fish oils, most of the animal fats serve largely to increase the energy
value, and satiety value of the diet.

54
Group 13 Beverages

Beverages are foods that are distinguished by two principal characteristics from
other foods. First, they are liquids or are consumed in the liquid state, but the
relative lack of actual food value differentiates them from others like milk products.
Secondly, they are either consumed for their thirst –quenching properties or for
their stimulating effects. The essential component of any beverage is the water it
contains. Alcoholic beverages are readily oxidized in the body to yield calories.
Beverages from fruits or from cocoa contribute some nutrients while coffee contains
varying amounts of niacin, depending on the degree of roasting which the coffee
beans have undergone.

Group 14 Miscellaneous

Salt or sodium chloride is not merely a condiment. It is a dietary necessity since

natural foods do not supply enough chloride and sodium to meet the body’s
requirement under all condition. Excessive consumption of salt is however not
advisable because of its link with cardiovascular and renal disease. Spices like curry,
thyme and ginger do not contribute significantly to the diet, but improve the
appetite.

4.0 CONCLUSION

Nutrient are the chemical building blocks of food. It follows therefore that no
substance can be called a food unless it contains one or more nutrients. Different
kinds of food contain different types of nutrients in varying amounts.

As such, eating a variety of foods will ensure that an individual or family members
get enough of the nutrients to maintain healthy living.

5.0 SUMMARY

In this unit, we have provided a foundation for the student to be able to plan an
adequate diet for the family. This we have done by introducing you to basic concepts
in food and nutrition. By now, you should be able to define food and nutrients. The
functions and food sources of each of the nutrients should be clear to you.

55
6.0 SELF ASSESSMENT EXERCISE
1. What are the six classes of nutrient in food? What are food sources of calcium,
fats proteins and water?

ANSWER

Protein, carbohydrates, fats, vitamins, minerals and water

2. List any five members of the fourteen-food group system, and give examples
of food in each group.

ANSWER
Group 1 Cereal and grain products e.g rice, wheat
Group 2 Starchy roots and tubers e.g yam, potatoes
Group 3 Grain legumes and legume products e.g beans, peas
Group 4 Nut and seeds e.g groundnut, cashew nut
Group 5 Vegetable and vegetable products e.g ugwu, water leaves and
saint leaves.

7.0 REFERENCES/FURTHER READING

Alabi, J. A.; Adeola, A.A. and Samuel, F.O. (2003). Principles of Meal Management.
Oyo: Odumatt Press and Publishers.
Brown, A. C. (2018). Understanding food, principles and preparation. University of
Hawaii 6th Edition CENGAGE
[Link]
nciples+of+Meal+Management&hl=en&sa=X&ved=2ahUKEwiS-
cW9gLTtAhWxz4UKHUkFD8AQ6AEwBXoECAYQAg#v=onepage&q=Principles
%20of%20Meal%20Management&f=false
Fredrick, J.S. and McWilliams, M. (1977). Living Nutrition. U.S.A.: John Wiley & Sons.
Johnson, C. (2013). Target living. USA ISBN-978-1-118-63297-0 (EBK)
[Link]
ng+Nutrition&hl=en&sa=X&ved=2ahUKEwjqwouB_rPtAhUJ-
hQKHZKDDcoQ6AEwA3oECAUQAg#v=onepage&q=Living%20Nutrition&f=fal
se

56
UNIT 3 PLANNING MEALS FOR THE FAMILY

CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
3.1 Concept of an Adequate Diet
3.2 Meeting the Nutritional Needs of Different Individuals in the Family
3.3 Class Activity
4.0 Conclusion
5.0 Summary
6.0 Tutor-marked Assignment
7.0 References/ Further Reading

1.0 INTRODUCTION

The previous unit (unit 6) has helped you to appreciate the framework within which
meals can be planned for the family, in this unit, you will be taught how to design an
adequate diet for the family, based on the basic principles you learnt before. Also in
this unit, you are expected to learn about the different nutritional needs of the
different individuals in the family.

After going through this study unit, what should be your achievement?
See the specific objectives of the unit below:

2.0 LEARNING OUTCOMES

At the end of this unit, you should be able to:
 define (correctly) what an adequate diet is
 discuss the nutrients requirements of individuals in the family
 plan menus to meet the individual nutritional needs.

3.0 MAIN CONTENT

3.1 Concept of an Adequate Diet

Obtaining and consuming a nutritious diet depends on the amount and variety of
food locally available and accessible to the family. Many kinds and combination of
food can make up a well-balanced diet. Since no natural food, by itself, has all the
nutrients needed
57
for full growth and good health, one has to obtain the necessary nutrient from
various food sources. In a nutshell, people should eat a wide variety (from the
deferent food groups) and spread the consumption over the day.

Another important principle to consider when planning an adequate diet is that all
persons, throughout the family life cycle have need for about the same nutrients, but
in varying amounts. The nutrients need (requirements) of individuals in the family
or within a given population differ greatly. This is because different people are in
different stages of life. The life cycle begins in the womb (pregnancy) and continues
to birth, infancy, childhood, adolescence, adult hood and old age. This applies to
both males and females begin to emerge. Apart from age and sex, nutritional needs
are also influenced by activity levels or occupation, state of health and climatic
conditions.

Combining the two principles in the foregoing paragraphs, the concept of an

adequate diet (formerly referred to as a balanced diet) can be easily understood. An
adequate diet is any good and varied supply of food, which satisfies an individual’s
nutritional needs. Where a good and varied supply of food is available and
affordable, everyone should be able to select and eat the foods that meet their
nutritional needs. An understanding of the different nutrient needs of different
groups of people is necessary for effective planning and preparation of such a diet.
The home economist must be able to choose wisely from a variety of foods that are
not too costly or difficult to access.

3.2 Meeting the Nutritional Needs of Different Groups

Pregnant and Breastfeeding Mothers

Women need to eat enough before, during and after pregnancy to deal with the
extra strain that pregnancy puts on the body. Babies need to be well nourished both
before and after they are born. When a woman is pregnant or breastfeeding, she
must get the baby’s nutritional need as well as her own.

If the mother’s diet does not satisfy the needs of her baby, the baby will draw on,
and reduce the mother’s own stores of nutrients. This puts the mother at increased
risk of illness and can affect the baby’s development.

Pregnant and breastfeeding women should therefore be aware of the importance of

obtaining additional; foods to meet both their and the growing baby’s nutritional
needs:
58
 I. Carbohydrates and fats supply the extra energy needed
II. Protein, vitamins and minerals (especially iron, iodine, calcium, folic acid
and vitamins A, C and K) are particularly important for building the baby’s
muscles, organs and tissues, bones and teeth and for the formation of
hemoglobin and blood.

This need can generally he met by eating a wide variety of foods including plenty of
fresh fruits and orange, coloured and dark green leafy vegetables are also a good
source of fibre which helps prevent constipation that is common during pregnancy.

Pregnant women should be encouraged to have regular medical checks to ensure

that they are keeping themselves and the developing baby well nourished. If the
mother is not getting enough of a particular nutrient, relevant dietary supplement
should be given.

In some cases, vitamins and minerals supplement might also be recommend, but
this should be taken only as advised by a physician. During pregnancy, the
requirement for iron is particularly high and supplements are often needed. Folic
acid is another common supplement as an iodine in certain areas.

Breastfeeding mothers need a varied, nutritious diet too, they should have adequate
supplies of energy and protein. Lots of fluids, such as fruit juices soups are also
important.

Infants
Infancy cover the period from birth to one year. Breast milk is the natural food for
babies. Breast milk has the added advantage of boosting the baby’s milk resistance
to disease. It is safe, inexpensive and provides all the nutrients most babies need for
the first six months of life. Breastfeeding can continue up to two years.

While breast milk is the basic food of the baby, milk alone is not enough to meet the
increased nutritional needs as the body grows older. By six months, babies should
be introduced to foods to supplement the energy, protein, vitamins and minerals
provided by breast milk. This will also accustom the baby to varieties in food flavors
and textures.

Foods for babies require special preparation to make sure that they are soft, clean
and easy to digest. To meet the entire baby’s nutritional needs, it will be necessary
to add foods high in energy and other nutrients (oil, fruit, vegetables, legumes and

59
animal products) to the family’s staple food. Once the baby is accustomed to liquid
and soft foods, and as the teeth appear, semi–solid and then solid foods can
gradually be introduced to the diet.

Preparing safe and nutritious supplementary foods can take a lot of time and effort.
Many mothers and fathers, especially young and first-time parents, need practical
advice and assistance to help them provide their babies with the foods they need.

Young Children (2-5 Years)

 Young children are often the most at risk of being malnourished. They have
very high energy and nutrient needs for their body size in comparison to
adults. Proper care and feeding is essential for their growth, development and
activity.
 Children can eat many of the same foods as their parents. They should be
encouraged to take variety of energy and protein – rich foods and fruit and
vegetables for growth and body maintenance.
 Children cannot eat the same amount of food in one meal as adults they also
expend a lot of energy throughout the day. They should sustain energy
requirements by eating small meals and snacks spread over the day.
 Children need to maintain their diet of energy-rich and body-building foods
throughout their growing years until they reach adulthood. They should be
encouraged to exercise and stay active so that the high-energy intake does not
result in obesity.
 Sick children must be encouraged to eat and drink, even if they have little
appetite. They should be offered softer textured foods and the foods they like
best. Lots of fluids-milk, fruit juice, soups and clean water-are especially
important when a child has diarrhea.
 Children recovering from any type of fever and sickness must be given plenty
of energy and nutrient-rich foods to eat.
 Eating habits are established at the early stage of life, so it’s important to teach
at an early age how to get best from food.

Adolescents

Adolescents grow rapidly and so have very high energy and nutritional needs. They
need adequate intakes of vitamins and minerals, especially iron, calcium, vitamins A,
C and D. in addition, adequate amount of energy and protein are needed to sustain
growth and development.

60
Special attention should be given to adolescent girls who need to be well nourished
both for their immediate development and the future stresses of childbearing.
Anemia and calcium deficiency are common problems in adolescents. Food rich in
calcium and iron should be encouraged even as supplements.

Adulthood

An adult has reached maturity, and is grown in size and strength. The adult requires
adequate nutrition for the maintenance of body processes and the everyday
activities of life. An adult’s diet should be balanced and suitable for his work, health
and age. For example, sedentary workers require less energy from their food than
manual worker. The state of health (invalid or convalescent) also requires that such
an adult should be well nourished, so as to aid the healing process.

The Elderly

There is no set age at which a person is elderly. The ageing process is significantly
influenced by culture, individual activity levels and general health status. As people
begin to feel the effects of old age, illness and less of taste and thirst sensation can
reduce appetite; loss of teeth can make chewing difficult; a variety of stomach and
intestinal disorder can lead to digestive problems; disabilities and infirmities,
coupled with poverty, loneliness and depression can make acquiring and preparing
food difficult. All elderly people should therefore pay attention to their nutritional
needs. Many aged people will need special help to do this.

Even though most people need less energy as they get older, the elderly need
adequate protein, carbohydrates, fat, vitamins, minerals and dietary fibre. Women
should have an adequate calcium intake throughout life to reduce bone loss.

Foods for the elderly should include a wide variety of grains fruits, vegetables,
legumes, meats and dairy products. Consumption of high energy foods may be
particularly important if appetite fails and overall food intake is limited. Maintaining
adequate fluid intake is also important.
For those who find it harder to eat and digest foods, special preparation might be
needed to make these foods more appealing and easier to digest.

For example:
Boiling steaming or baking food may be preferable to frying,
Fatty

61
 meat should be avoided in favour of lean meat and poultry. More food should be
eaten
at the start of the day while food intake at the end of the day should be limited to a
light
supper.

4.0 CONCLUSION

Planning should precede preparation, cooking and serving of nourishing family

meals. The homemaker (woman of the house) must be able to determine the
amount and type of food to be eaten by members of a family so as satisfy nutritional
needs relative to their age, sex and levels of activity.

5.0 SUMMARY

This unit has been able to point out the need for a homemaker to be dynamic in
caring for the members of the family in terms of providing varieties of food that are
nutritionally adequate for each family member.

6.0 SELF ASSESSMENT EXERCISE

1. A variety of menus for a day are presented to you. Study each menu carefully.
Which nutrient is found in the greatest amount?

ANSWER
Carbohydrate

2. State and explain the peculiar features of children (2-5yr) that are essential in
providing adequate diet for them.

ANSWER
O Young children are often the most at risk of being malnourished.
O Children can eat many of the same foods as their parents.
O Children cannot eat the same amount of food in one meal as adults they also
expend a lot of energy throughout the day.
O Children need to maintain their diet of energy-rich and body-building foods
throughout their growing years until they reach adulthood.
O Sick children must be encouraged to eat and drink, even if they have little
appetite.
62
O Children recovering from any type of fever and sickness must be given plenty
of

63
 energy and nutrient-rich foods to eat.
O Eating habits are established at the early stage of life, so it’s important to teach
at an early age how to get best from food.

7.0 REFERENCES/FURTHER READING

Anyakoha, E. and Eluwa, M. (1991). Home management for Schools and Colleges,
Ibadan: African –Fep Publishers Ltd.
Anyakoha, E. U. (2017). Home economics for junior secondary schools. Africana First
Onitsha

64
UNIT 4 KITCHEN EQUIPMENT

CONTENTS

1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
3.1 Cooking and Cooling Equipment
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

There are indeed limitless number of kitchen equipment. However, due to space and
for the purpose of this course, just one labor-saving device that is valuable in
cooking food and two devices that help in preserving food shall be discussed. Only
the important features of this equipment are highlighted.

2.0 LEARNING OUTCOMES

At the end of this unit, you should be able to:

- State the precautions and uses of pressure cookers, refrigerators and freezers
- Highlight the factors that affect the choice of these equipment.

3.0 MAIN CONTENT

2.1 Cooking and Cooling Equipment

Pressure Cooker

Pressure cooker had been in use since 1682. It was invented in 1679 by a
Frenchman, Denys Papin. Modern cookers have been improved over the early ones,
but the basic principles remain the same. There would be rise in temperature as the
pressure in cooking pot increases. These speeds up the cooking, saving the fuel,
nutritive value and colour. Domestic pressure cookers may be either casserole (this
has a small handle on both cover)

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or and one slightly larger than that needed for
daily use. It is just as economical in fuel and time to cook small amount of food in
larger cooker as in a small one. The cover of the cooker should be well secured so as
to make it possible to lift as the pressure inside the pan build up. All cookers have
safety devices, which prevents the pressure to rise above maximum. The safety
devices are usually in the form of a rubber plug which melts at 140°C when the pan
boils dry or if the automatic air vent becomes blocked by grease, food or dirt.

A few cookers are fitted with pressure gauges. They can be in the majority of
cookers and this control usually incorporates a working device such as a whistle
which operates when desired pressure has been used. Some cookers are supplied
with dividers or wire racks so that several different foods can be cooked at the same
time. It is proper and advisable to always be conversant with the manufacturer’s
manual before using any pressure cooker.

The following cares should be applied to pressure cookers

(a) Wash the cooker very carefully after use.
(b) Check and wash the vent.
(c) Ensure that the gasket or availing ring is free of grease and food particles.
(d) Dry the cooker thoroughly.
(e) Do not store it with the closed as this will make it become moist easily.

Factors to be considered in procuring a cooker

(a) The size in relation to the family needs and space in the kitchen.
(b) The cost in relation to the budget and usage of the cooker.
(c) Features that are required e.g. automatic timing, self-cleaning even lining.
(d) Type of fuel required and facilities available in the home for it.
(e) Good design features e.g. for easy cleaning.

3.2 REFRIGERATOR

Refrigerators are important because:

(a) The temperature in the refrigerator reduces microbial spoilage.
(b) It discourages food contamination.
(c) It cuts down food wastage.
(d) Shopping is simplified as perishable foods do not have to be purchased at
frequent intervals.
(e) Dishes can be prepared in advance and stored. This simplifies meal
planning and entertaining.
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 (f) Many foods taste better for being chilled.

Cooling is brought about by the evaporation of a liquid (the refrigerant), which

flows through the tubes forming the evaporator. As it takes up the heat from the
inside of the refrigerator, the refrigerant vapourises and is turned back into liquid to
start the cycle all over again.

The least cool part of the refrigerator is the interior of the door which is usually
fitted with racks for storage of milk, butter, eggs etc the coldest section is the frozen
food compartment formed by the refrigerant tubes and evaporator at the top of the
refrigerator. In most refrigerators, this section (the frozen food compartment) is
marked with one, two or three stars to indicate the temperature and the length of
time frozen foods will have these star marks on the wrapping.

*One star indicates that the temperature in the frozen food compartment of
this model approximately 6°C; frozen food can be stored for up to
(1) week
**Two star temperature is approximately 12°C and storage time is up to four
weeks.
***Three star temperature is approximately 18°C and storage time up to three
months.

Compartments which are not star marked may only be suitable for making ice
cubes. They usually operate above 6°C. Frozen food should not be stored for more
than one or two days.

It is sensible to choose the largest model one can afford that will fit into the kitchen.
Experience has shown that once a refrigerator is bought, the maximum use is always
made of it. If electricity supply is regular.

The following ideas should be noted when using a refrigerator

(a) Manufacturer’s instruction should be followed strictly.
(b) Always cool food to room temperature before placing it in refrigerator.
This reduces the running coats and cuts down the amount of ice forming on
the evaporator.
(c) Foods meant for the refrigerator should be covered so as to prevent drying
out or crossing flavour with other foods.
(d) Foods should only be stored for the recommended time.

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 The following order of food arrangement could be followed if directions are not
given with the refrigeration.

(a) Frozen foods compartment – ice cube trays, storage of frozen food and ice
cream.
(b) 1st and 2nd shelves – uncooked meats, poultry, offal, sausages, fish.
(c) 3rd shelf – cooked meat, pies, cheese, gravy.
(d) 4th shelf – Bacon, milk, dishes, cold sweets.
(e) Bottom drawer – salad, green vegetables, fruit.
(f) Door racks – butter, eggs and milk.

Avoid storing strong smelling fruits such as melons, strawberries and pineapples.
Bananas should not be stored as they will turn black.

Defrosting of the refrigerator is needed so as to remove moisture drawn from the air
in the cabinet which freezes on the surface of the evaporator. Once frozen moisture
has collected to the thickness of about a centimeter, it needs to be removed or else
the refrigerators will work less efficiently. While many refrigerators must be
defrosted manually, many are now defrosted semi or fully automatically.

Some steps involved in manual defrosting are

(a) Turn control dial to “off” or “defrost”.

(b) Remove all the food from the refrigerator. Wrap frozen food in thick layer
of newspaper and put it in a cool place.
(c) Scrap off ice with a brush or a wooden spatula to collect as much ice as
possible before it thaws and dispose of it into the sink.
(d) A bowl of warm water in the refrigerator will speed up the defrosting
process. The melting ice will collect as water in the drip tray, which can be
removed and emptied.
(e) Wipe out the refrigerator.
(f) Re-set the controls and replace food.
Cleaning is done alongside with the defrosting.

The following factors influence the choice of a refrigerator

i. Size and capacity required.

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 i. Storage arrangements inside the refrigerator.
ii. Space available in the kitchen.
iii. Star rating for frozen food compartment.
iv. Workmanship on the refrigerator and its finish.
v. Additional feature e.g. automatic defrosting and digital temperature.
vi. Amount of money available.

3.3 Freezers

Foods are frozen at a temperature below 20°C. Fruits and vegetables can be
purchased in bulk when they are in season and frozen. Meat and poultry and ready
frozen foods can be reduced with freezing. The larger the freezers, the less the cost
per cubic capacity.

Rules for Freezing include:

(a) Read the instruction manual.

(b) Freeze only food in perfect condition as possible after gathering and
preparing.
(c) Wrap in moisture and vapour materials.
(d) Never put hot foods into freezer. Cool them to room temperature.
(e) Set the controls at the coldest setting several hours before freezing food.
(f) Do not store food for longer than recommended.
(g) Store and use as recommended.

Foods that do not freeze successfully include salad vegetables with a high-water
constant fruit such as bananas, melon and pears mayonnaise, bacon and onions.
Almost the same steps for defrosting refrigerators are applicable to freezer. For
strong smells, add a teaspoon of bicarbonate of soda to each litre of water to wash
freezer. For strong smells use two teaspoons of vinegar to each litre of water to
wash and rinse with clean water.

4.0 CONCLUSION

This unit has helped you to know more about three main labour devices that are
inevitable in the family.

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5.0 SUMMARY

The importance and care of pressure cookers, refrigerators, and freezers have been
highlighted. This should help you to appreciate the role of kitchen equipment to a
happy living in a family.

SELF ASSESSMENT EXERCISE

1. What are factors that influence the choice of a pressure?

ANSWER

(a) The size in relation to the family needs and space in the kitchen.
(b) The cost in relation to the budget and usage of the cooker.
(c) Features that are required e.g. automatic timing, self-cleaning even lining.
(d) Type of fuel required and facilities available in the home for it.
(e) Good design features e.g. for easy cleaning.

2. State the role of refrigerator in the home.

ANSWER

(a) The temperature in the refrigerator reduces microbial spoilage.

(b) It discourages food contamination.
(c) It cuts down food wastage.
(d) Shopping is simplified as perishable foods do not have to be purchased at
frequent intervals.
(e) Dishes can be prepared in advance and stored. This simplifies meal
planning and entertaining.
(f) Many foods taste better for being chilled.

3. What rules affect freezing?

ANSWER

(a) Read the instruction manual.

(b) Freeze only food in perfect condition as possible after gathering and
preparing.
(c) Wrap in moisture and vapour materials.
(d) Never put hot foods into freezer. Cool them to room temperature.
(e) Set the controls at the coldest setting several hours before freezing food.
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 (f) Do not store food for longer than recommended.
(g) Read the instruction manual.
(h) Freeze only food in perfect condition as possible after gathering and
preparing.
(i) Wrap in moisture and vapour materials.
(j) Never put hot foods into freezer. Cool them to room temperature.
(k) Set the controls at the coldest setting several hours before freezing food.
(l) Do not store food for longer than
recommended. Store and use as recommended.

6.0 REFERENCES/FURTHER READING

Carpenter, E.E. (1977). Home Management & House Care. London: Heinemann
Educational Books.
Goodlad, R. (2013). House management, consumer and citizens. Routledge

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MODULE 3 FAMILY CARING

Unit 1 Clothing the family

Unit 2 Home laundry

Unit Unit 3 Housing the family

UNIT 1 CLOTHING THE FAMILY

CONTENTS

1.0 Introduction
2.0 Learning Outcomes
3.0 Main Contents
3.1 Importance of clothing
3.2 Wardrobe Planning
3.3 Storage of Clothing
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

We have so far learnt about marriage and family issues. We also looked at the art of
nourishing the family. The unit examines another basic need of family “clothing the
family.

The homemaker has another important duty, which is to ensure that family
members are properly clothed and that family clothing is properly managed through
good planning, intelligent selection, and care.

2.0 LEARNING OUTCOMES

At the end of this unit, you should be able to learn:

1. Why clothing is important to family living.

2. How to plan a wardrobe.

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 3. How to properly store clothing items.

3.0 MAIN CONTENT

3.1 Importance of Clothing

Clothing is any article we place on the body in order to protect, beautify or adorn it.
Clothing included dresses, shoes, jewelry, hair-do and make up. Indeed; good
clothing gives self-confidence and impress other people favourably. Clothing also
tells about your status and roles in the society.

Clothing can impair or enhanced health. Dirty clothes can harbor germs, and
restrictive or tight clothing can interfere with free movement of air and blood
circulation. These points underscore the need for the proper provision and
maintenance of clothing items for the family.

2.2 Wardrobe Planning

Wardrobe planning is the process of planning all accessories (shoes, bags, briefcase,
ties, scarves, belts, hats, caps, berets, cosmetics, jewelries and undergarments) for
the day-to-day activities of an individual or entire family.

Wardrobe planning takes cognizance of the age, sex, taste, job, recreation and social
life of an individual as well as fashion trend before it can be said to be functional and
satisfactory.

Wardrobe planning requires knowledge of

i. A good choice of fabrics for different occasions.

ii. Designs and styles for different figure types.
iii. Proper storage of clothing.

There are certain factors that one needs to consider when planning the wardrobe
for the family. These are discussed as follows:

1. Money available: The amount of money and quantity of clothing that a

family can afford to buy. It also determines family’s choice between ready-
made and self-made dresses.

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 2. The specific purpose of the clothes: The family should wear the right
clothes for the right occasion. Therefore, in planning a wardrobe, you have
to consider the occasion for which the dresses will be worn. Different
clothing is school clothes, clothing for secular work and, clothing for
household work. Others include night gowns or sleeping garments, clothing
for sports and picnics, clothes for religious worship, clothes for parties and
social gatherings and underwear or undergarments.

3. Another point to consider when planning a wardrobe is colour: You

should choose clothes whose colours both fit with other clothes in the
wardrobe and suit your personal complexion.
You should choose colours and styles that will flatter your figure type and
de-emphasize your figure faults.

4. Weather conditions: In planning family clothing, the homemaker has to

make provision for clothes to be worn during rainy and dry season.
2.3 Steps in Wardrobe Planning

Now that you know the principles underlying wardrobe planning, the next thing is
to actually plan a wardrobe. The section itemizes the different steps to take in
planning a wardrobe.

1. The first thing is to consider the purpose for which you wish to buy the
clothing item. Do you require it for work? A party? Or an interview?
2. Next, take an inventory of what you already have, so that you do not duplicate
items. You may also find out that you have a garment that can be remodeled,
or combined with new accessories and used for the occasion.
3. Make a list of all that you need, based on order of priority.
4. Plan a colour scheme for your needs. You may select colour such as blue or
brown and build around it.
5. Consider your figure type and complexion and choose befitting fabrics, styles
and colours.
6. Plan your purchases based on money available in your purse.
7. Compare prices in different shops before buying.

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 8. Check the clothing item properly before paying for it.

2.4 Storing Clothing Items in the Home

In order to protect and maintain family clothing, you need adequate space and
furniture for storing clothes. Everybody needs a wardrobe, box, and hanging spaces
with hangers. Proper care and storage of clothes protect them from pests such as
moths, cockroaches, rats and silver fish. Hanging your clothes in the wardrobe also
prevents them from getting creased or rumpled so that they can retain their original
shape.

How do you store other clothing accessories like shoes, bags, hats and jewelry?

Shoes: Clean shoes immediately after uses. Arrange on a shoe rack or shelf that is
well aired.

Bags: Clean and dry your bags and hang them neatly on nails. Otherwise, arrange
them in the wardrobe.

Hats and head ties: Brush and store hats in polythene or paper bags, on the
wardrobe shelf or around a hat stand. Air and neatly fold head ties after every use.

Jewelry: Clean according to maker’s instructions, or according to kind of metal or

materials. Pack in a jewel box or drawer.

4.0 CONCLUSION

Clothing the family is an important function of a caring homemaker. The care and
storage of family clothing and its accessories need to be well mastered so as to
justify the money invested on it.

5.0 SUMMARY

The importance of clothing and steps involved in wardrobe planning have been
highlighted in this unit.

6.0 SELF ASSESSMENT EXERCISE

1. Make a list of all activities that require special clothing.

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 ANSWER

 Church programmes
 Birthday ceremony
 House warming
 Chieftaincy title
 Dedication
 Weddings etc.
2. What are the points to bear in mind when choosing clothes for the wardrobes?

ANSWER

 Finance
 Occasion
 Shape of the body
 Status

7.0 REFERENCES/FURTHER READING

Anayakoha, E. and Eluwa, M. (1991). Home Management for schools and colleges.
Ibadan: African-Fep Publishers Ltd.
Anyakoha, E. U. (2017). Home economics for junior secondary schools. Africana First
Onitsha

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UNIT 2 HOME LAUNDRY

CONTENTS

1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
3.1 Importance of Laundry
3.2 The Laundry Process
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

Clothing and other household textiles will give long services if they are properly
cared for. The aim of laundering is to remain the original characteristics of the
fabrics, and this can be achieved by applying the correct method of washing and
ironing or finishing.

2.0 LEARNING OUTCOMES

At the end of this unit, you should be able to:

- Discuss the importance of laundry in the home

- Discuss each of the steps involved in laundry process
- Launder family clothes, following systematically the different steps in the
laundry process.

3.0 MAIN CONTENT

3.1 Importance of Laundry

Laundering is important for the following reasons:

(a) Dirty clothes and household linen can harbor germs which may lead to ill
health and disease.

77
 (b) Dirty clothes and sweat-stained clothes ooze with bad smells which repels
other people from a person wearing such.
(c) Dirty clothes do not promote a good image of the wearer.
(d) Dirt can damage fabrics when it forms a chemical combination/compound
with the fabric. This can weaken the fabric if neglected.

From the foregoing points, we can see that laundering is an important aspect of
family living as it helps clothes to look better and last longer.

Materials needed for laundry include water, cleansing agents like detergents,
soaps and bleaches which aid removal of dirt, fabric rinses like blue, starch,
vinegar and fabric softness and disinfectants. We shall now go on to learn the
process of laundry.

3.2 The Laundry Process

Laundering of clothes involves a number of steps which makes up the laundry

process. It is very important to understand all the steps so as to be able to plan a
proper routine for carrying out the family wash.

The laundry process is made up of the following steps:

1. Gathering of Dirty Articles

This activity takes place on a daily basis, particularly in a family with babies and
school age children. Each family should have a laundry basket or laundry bag so
that dirty clothing do not litter the house.

2. Sorting out the Washing

The article should be sorted out according to their kind/purpose. This is

necessary because those of the same nature should receive similar treatment. Let
us consider some general guidelines for sorting of clothes.

(a) Sort out articles that requires repairs such as replacement of lost buttons,
worn out zippers, hooks and eyes, buckles, etc some clothes may require
darning or patching.
(b) Separate articles into white and coloured. Separate each group into smaller
piles of fibre types that is cotton, linen, wool, polyester etc.
78
(c) Wash babies clothes separately.
(d) Inspect pockets and remove all objects.

3. Mending

All clothings that require repair must be mended before the actual washing. In
addition, any special stains on the articles must be removed before washing.

4. Soaking or Steeping

Heavily soiled or greasy clothes should be soaked possibly in hot water. White
cotton and linen articles can be soaked for thirty minutes in a solution of bleach
before washing. However, do not soak articles that are not colour fart.

5. Washing

After steeping, the dirt is removed from the cloth by agitating the fabrics through
washing. Cotton and linen can withstand friction; hence they are washed by
rubbing vigorously with the hands. In some cases, strong fibre articles can be
scrubbed with a brush.

On the other hand, delicate materials such as wool, silk, and nylon are gently
kneaded and squeezed. Washing can also be done with a washing machine which
washes the clothes, rinses and spin dries.

During the process of washing (either by hand or by machine) the fibre of the
clothes are flexed and the soil or dirt is gradually removed and held in
suspension by the detergent solution so that it cannot re-settle on the article.
Always wash the cleanest articles before the dirtiest.

6. Rinsing

As soon as washing is satisfactorily done, the water used for washing should be
discarded and rinsing should be carried out. Rinsing is the process by which
lather is washed off the articles, thus leaving the laundered articles clean and
soapless.

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7. Optional treatments (bluing, starching, fabric softening)

After rinsing, the articles can be blued, stiffened or softened as desired. Fabric
softening is useful because they help to restore the original softness to all types
of fabrics.

8. Drying

White cotton and linen fabrics, and those with fast colours, can stand strong
outdoors drying in the sunlight. The sun helps to bleach the cotton and linen.
Coloured cottons with loose dyes should be dried out of the sun, in the shade or
they will fade.

Guidelines for Drying Clothes

There are some guidelines for drying of clothes which all family members must
know and follow.

i. All knitted articles such as sweaters, jerseys and mufflers should be laid on
a flat surface to dry as they can pull out of shape if hanged.
ii. In general, other articles should be hanged the way they are worn. Let them
be suspended by their strongest parts.
iii. Use clean pegs to hold articles, avoid using rusty metal lines to spread the
clothes.

9. Finishing

After washing and drying clothes need to be finished so that they can regain their
original smooth feel and appearance. The most common procedure of finishing is
by ironing or pressing.

Pressing involves pressing a hot iron down where needed, lifting it and then
pressing it again without moving the iron about on the fabric. Steam iron can be
used for pressing. All woolen articles, knitted garments and crepes require
pressing. For ironing, the iron is moving to and fro on the material. Effective
ironing requires moisture heat and pressure for effective finishing.

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 10. Airing

After ironing, it is important to air the article near a window or in the sun (if
colour fast) to allow the steam left between the fibres to evaporate. If it is left in
the cloth, it could result in mildew attack.

11. Storage

The clothes should be folded or hung up and placed in the wardrobe for safe
keeping away from dirt.

4.0 CONCLUSION

In conclusion, proper laundry of household clothings is an important aspect of

family living. It is important to have a firm grasp of the practice of home laundry
processes.

5.0 SUMMARY

You have studied why it is important to properly launder household articles. You
have also been taught how to handle the family wash.

Compare what you have learnt with your present method of laundering clothes.

Are there any differences? What steps do you need to improve on your method of
washing clothes?

SELF ASSESSMENT EXERCISE

1. What are the general guidelines for sorting dirty articles before laundering?

ANSWER

(a) Sort out articles that requires repairs such as replacement of lost buttons,
worn out zippers, hooks and eyes, buckles, etc some clothes may require
darning or patching.
(b) Separate articles into white and coloured. Separate each group into smaller
piles of fibre types that is cotton, linen, wool, polyester etc.
(c) Wash baby’s clothes separately.

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Inspect pockets and remove all objects.

2. What is “finishing” in the laundry process? Why is it necessary?

ANSWER

Finishing is softening or hardening, ironing or pressing of clothes after washing. It

also involves proper arrangement and storage.

6.0 REFERENCES/FURTHER READING

Awosika, B.I. (2003). Wardrobe Planning and Maintenance. Ondo: Pat Ade
publishers.
Blaelock, A. (2020). Ms Blaelock’s book of signature wardrobe planning. BlueMere
Books
CESAC (1980). Home Management Pupils Text. Lagos. Macmillan Nigeria Publishers

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UNIT 3 HOUSING THE FAMILY

CONTENTS

1.0 Introduction
2.0 Learning Outcomes
3.0 Main Contents
3.1 Definition of House and Home
3.2 Types of Houses
3.3 Choosing a Home
3.4 Housing and Health
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

Decent housing or adequate shelter is one of the basic needs of every individual, the
family and the community in general. It is also one of the best indicators of a
person’s living and status in a society. Housing has an important impact on the
health, welfare and productivity of an individual. In this unit, we shall examine some
issues pertaining to housing for the family.

2.0 LEARNING OUTCOMES

At the end of this unit, you should be able to:

- Differentiate between the terms house and home

- Mention the different types of houses
- Explain the points to consider in designing a family house
- Understand the links between housing and health

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3.0 MAIN CONTENT

3.1 Definition of House and Home

The three basic needs of human beings are food, housing or shelter and clothing.
The house can be defined as a building, which provides shelter, privacy, and
protection from weather. It gives its occupants physical protection and emotional
security. The house provides the space we need to keep our belongings, and also to
receive our visitors.

On the other hand, it is the people living inside the house that make the building a
home. A home provides a warm atmosphere for meeting the basic need necessary
for achieving a complete and meaningful life.

3.2 Types of Houses

There are different houses available to the family. Choosing a suitable house is an
important family decision, but before choosing, one needs to know the different
types of houses available.

There are different types of houses in Nigeria. These are either traditional or
modern. The traditional ones are usually found in a rural area or in the traditional
inner core of urban areas. Usually, traditional houses are made of different kind of
materials such as

1. Mud
2. Mud bricks
3. Bamboo
4. Thatch/Woven grasses
5. Wood/Tree trunks

Some of these houses are circular in shape, square or rectangular depending on

where it is located in the country. For example, mud houses are commonly found in
the south western part of Nigeria while thatch houses are common in some rural
areas in the north. Modern houses came about as a result of colonization, when the
white people came into Nigeria. They started building modern houses like those
found in Europe and America.

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The building materials are usually made of

1. Concrete blocks
2. Corrugated iron sheets, cement tiles, ardex roofing sheets, asbestos
sheeting, long span roofing sheets etc
3. Paint
4. Concrete tiles or other floor finish like terrazzo
5. Louvres, sliding doors and windows, wooden doors or metal doors.

Modern houses are also in different forms and sizes. They can be bungalows, or
storey buildings, which can be flats or a duplex.

We shall now look at the different types of houses as highlighted above

Traditional Houses

(a) Mud houses: Mud refers to wet, soft earth or soil commonly used as
building material in some parts of Nigeria. In some areas, it is just used for
the walls and in others it is also used for roofing.

How is mud made? First, you dig out pure earth, which does not contain
any fine sand. The next stage is to wet it with water and pound it with the
feet until it becomes plastic in texture. The plastic soft mud can then be
made into heaps and covered with banana leaves for about a week. Finally,
the mud is pounded with the feet (the second time) and made into big balls,
which are then used for building the mud house.

However, mud houses are suited most for savanna areas, which are not too
wet or easily flooded. That is why such houses are common around the
middle belt and northern parts of Nigeria such as Benue, Kaduna and
Sokoto. During the hot weather, mud homes are very cool.

(b) Mud brick houses: Sometimes, the mud can be molded into bricks and
dried in the sun. Firing them in a kiln further hardens the dry bricks. These
finished bricks are then used for building walls of houses.

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 (c) Bamboo or other tree trunks: In areas which are flooded or riverine,
people cut down bamboo stems, trunks of palm trees and reeds to build
their houses. The houses are actually built on stilts (poles) standing in the
water. The houses are then roofed with thatch (dry grass). These kinds of
houses are common in Ondo, Lagos, Delta, Bayelsa and Rivers States.

Modern Houses

(a) Bungalow: A bungalow is a one-floor complete house, which is self-

contained. This means that everything you need in terms of rooms, kitchen,
toilet and others are available within the building.

(b) Block of flats: is a house that is made up of a number of complete housing

units each of which is self-contained and can be occupied by a family. Flats
can be bungalows or storey building having more than one floor.

(c) Duplex: A duplex is a house that has just two floors and built to serve only
one family. A house unit is also one that is occupied by just one family.

What are the facilities of a modern house?

Modern houses usually have the following rooms: Kitchen(s), store(s), sitting
room(s), dining rooms, bedrooms, toilet and bathroom(s), laundry, terraces or
verandas, box room and study.

3.3 Choosing a House

Certain factors must be put into consideration when choosing a house to live in:

1. Family size: The size of the family determines the size of house to be rented
or built. This is because a large family will require more space than a smaller
family.

2. Economic factors: The choice of a building or housing is determined by the

economic status of a family. Low-income earners may not be able to afford
expensive houses such as flats, duplexes or bungalows, as the high-income
earners.

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 3. Location of the house: The availability and accessibility of social amenities
can determine where a house is sited. The house should be located in an area
that is easily accessible to the family members’ places of work, the children’s
school, market and medical services. Other nearby facilities to consider in
house location involves water, electricity, good roads, recreational facilities,
and postal services.

4. House structure and design: The taste of a person will determine the kind of
home he/she will like to live in. While some people would like to live in a flat,
some other people may wish to live in duplexes.

5. Climate and weather conditions: The weather of the area in which the
house is located must be considered. The topography of an area is also a factor
to be considered.

6. Religious and socio-cultural beliefs: The type of social life a family enjoys
influences the type of house they choose. Also, the status of the family
members in the society will influence where they live.

Other factors include

7. Climate and weather conditions

8. The population density of the area
9. Religious and cultural beliefs
10. The nature of the family

Points to Consider in Designing a Family House

The house is a building where people live or a place where a family dwells together.
A house protects the people from sun, wind, rain and pests but the home offers a
lasting comfort for the dwellers. There is much concern in the setting up of a home
than building a house, and all effort must be made to ensure that the needs of all
family members are adequately met.

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Guides to Building a House

When a family decides to build a house that suits its needs, then the convenience,
comfort, and safety of the family and its members must be considered. The following
guidelines could be helpful.

1. A suitable site must be chosen. Topography and drainage systems in the

area must be considered. Where possible heavily polluted areas should be
avoided.
2. The design of the house should meet the needs of the family, e.g. the
number and sizes of rooms should be adequate for the size or intended size
of the family.
3. The design should provide for adequate ventilation and lighting.
4. The materials for the construction of the house, such as materials of walls,
roofing, ceiling, flooring and finishing should be suitable for the
environment.
5. Durable and suitable fixtures, e.g. sinks, bath-tub, toilet, units etc should be
chosen.
6. Colour scheme for the house should be harmonized. For instance, paints for
doors, windows, and walls should be harmonized.
7. The grounds around the house should be well planned. There should be
adequate provision for the drive, hedges, flowers and vegetable garden
where possible.
8. The shape of the house should be determined by individual tastes. Houses
can be dome-shaped, boat shaped, rectangular etc.
9. Back and front doors should be easily accessible from the backyard and the
front of the house.
10. Adequate provision of doors should be made to ensure that (i) the
bathroom and lavatory are easily accessible without occupants going
through other rooms (ii) all the bedrooms can be reached from landing or
hall without going through other rooms.

3.4 Housing and Health

Housing is of central importance to the health of people. In order words, the house
in which you live determines, to a large extent, your health and well-being. Over and

88
above its primary purpose to provide shelter against elements of weather, and a
focus for family life, the home environment should afford protection against the
hazards to health arising from the physical and social environment. The principles
of healthy housing are hereby listed as follows:

1. Protection against communicable diseases: A healthy house should have

amenities that will help to protect the house occupants against disease such as
diarrhea, cholera, malaria, worms, measles, tuberculosis etc such amenities
includes:
- Safe water supply
- Sanitary excreta disposal
- Disposal of solid waste
- Draining of surface water
- Personal and domestic hygiene
- Safe food preparation area
- Structural safe guards like treated mosquito nets

2. Protection against injuries, poisoning and chronic diseases: There are some
aspects of the house which if carefully attended to will help to prevent
injuries, poisoning and chronic diseases. These aspects include indoor
pollution from cooking fuels, chemical safety, and providing good structural
features like stair case as well as good finishings like non-slip floor coverings.

3. Reducing psychological and social stress: A house will definitely support the
psychological and mental well-being of its occupants.
i. Adequate living space, privacy and comfort;
ii. Personal and family security;
iii. Access to recreational and community amenities; and
iv. Protection against noise.

4.0 CONCLUSION

This unit has dealt with an important aspect of family life – housing and setting up of
the home. Housing has an important impact on the health, welfare and productivity
of an individual and family as a whole.

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5.0 SUMMARY

A suitable house fulfils a man’s desire to be able to provide shelter for himself and
his family. A man’s house is the evidence of his achievement and normally gives him
a feeling of accomplishment and psychological satisfaction and security. This makes
him attaches great importance to housing which invariably influences the type of
house he will choose and the percentage of family income that goes into housing.

SELF ASSESSMENT EXERCISE

1. Why is housing important to health?

ANSWER

Housing is important because it give comfort and protection to the occupants and
also act as storage facility to people’s belongings.

2. Enumerate any three types of houses found in Nigeria.

ANSWER

 Mud houses
 Mud brick houses
 Bamboo or other tree trunks

6.0 REFERENCES/FURTHER READING

Anyakoha, E and Eluwa, M. (1991). Home Management for schools and colleges.
Onitsha: African-Pep publishers.
Anyakoha, E. U. (2017). Home economics for junior secondary schools. Africana First
Onitsha
World Health Organization (1997). Health and Environment in Sustainable
Development. Geneva.
Dyakova, M. (2017). Investment for health and well-being: A review of the social
return on investment from public health policies to support implementing the
Sustainable Development Goals by building on health 2020

MODULE 4 FAMILY HEALTH ISSUES

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Unit 1 First Aid in the House
Unit 2 Basic Guidance of Healthy Living
Unit 3 Energy and Money Management in the House

UNIT 1 FIRST AID IN THE HOME

CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
3.1 Definition of First Aid
3.2 Reason for First Aid
3.3 First Did Box
3.4 First Aid Administration for some Accidents
4.0 Conclusion
5.0 Summary
6.0 Self-Assessment Exercise

1.0 INTRODUCTION

In this unit, you would be exposed to the meaning of components of first aid and
first aid treatments that you would apply to very few accidents in the home.

2.0 LEARNING OUTCOMES

At the end of this unit, you should be able to:

 Explain what first aid is all about;
 Describe how to give first aid to some common accidents in the home.

3.0 MAIN CONTENT

3.1 Definition of First Aid

First aid is the immediate care given to a person who sustain injury from
accident or took ill or has been involved in an emergency that needs
assistance. It requires self-help and home care if medical assistance is not
available or is delayed. It includes well-selected words of encouragement,
evidence of willingness to help and promotion of confidence by demonstrating
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 competence.

3.2 Reasons for First Aid

First aid is needed so as to:

(i) prevent and care for accidental injury or sudden illness;

(ii) care for persons caught in a natural disaster or other
catastrophe;
(iii) equip individuals to appropriately deal with both the victim and
the
injury.
(iv) distinguish between what to do and what not to do.

Knowledge of first aid is important for a home maker because more often
than not
it helps in differentiating between:

i. life and death;

ii. temporary and permanent disability;
iii. rapid recovery and long hospitalization.

3.3 First Aid Box

While you may not be praying for accidents to occur in the home, it is a basic
fact
that it is unavoidable. A first aid box is therefore a basic necessity in the home.
It
should be clearly placed in a conspicuous and easily accessible place in the
home.
It should however be out of the reach of the children. The content of the box
Include:

i. scissors;
ii. a roll of cotton wool;
iii. absorbent gauze;
iv. bandages of various types;
v. plasters;
vi. solutions for cleaning e.g antiseptic, iodine, gentian violet etc.
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 vii. razor blade;
viii. clinical thermometer
ix. vaseline and;
x. safety pins etc.

3.5 First Aid Administration for Some Accidents

Bites
Bites by animals or human beings resulting in open wounds need to be quickly
taken care of, so as to prevent infection. Human bites that break the skin may
become seriously infected because the mouth is heavily contaminated with
bacteria. Animal bites, on the other hand, carry a great risk of infection
because
many of them transmit rabies and tetanus.
For human bites, cleanse the wound thoroughly with cool clean water to
which
antiseptic like Dettol has been added. Cover it and seek for medical attention.
If
the cut is large, do not wash but cover it with bandage and call a doctor. The
following should however be noted in the case of animal bite:

i. a bite of the face or the neck should receive immediate medical

attention;
ii. in the meantime, before the physician takes charge, thoroughly wash
the wound with disinfected water, flush the bitten area with the water
and apply a dressing; and
iii. ensure that the victim avoids movement of the affected part until he
has been treated by a physician.

Bleeding

Heavy bleeding may result in shock and loss of consciousness with outright
death
If bleeding is not arrested in time. In attending to a victim do not have direct
contact with the victim’s blood and also do the following:

i. apply direct pressure by hand over a dressing so as to control the

severe bleeding. Place the palm of the hand on the dressing directly
over the area of the open wound on any part of the body. A thick pad of
93
 clean cloth held between the hand and the wound helps to control the
bleeding by absorbing the blood and allowing it to clot.
ii. unless there is evidence of fracture, a severe open wound of the hand,
neck arm or leg should be elevated, that is, the injured part of the body
should be raised above the level of the victim’s heart; and
iii. then allow the victim to lie quietly, and sed for a doctor.

Convulsion

A convulsion is an attack of unconsciousness, usually of violent onset. In an

infant
or small child, convulsion may occur at the onset of an acute infectious
disease,
particularly during a period of high fever, or severe gastrointestinal illness.
Convulsion that develops later in the course of measles, mumps and other
childhood diseases are more serious and might reflect complications of the
central nervous system.

Do the following to the victim of convulsion:

i. prevent victim from hurting himself;

ii. give artificial respiration, if indicated;
iii. do not placed a blunt object between the victim’s teeth;
iv. do not restrain him;
v. do not pour liquid into his mouth;
vi. do not place a child in a tub of water.

If repeated convulsion occurs, call for medical help immediately or take the
victim to the hospital.

4.0 CONCLUSION

This unit has helped you to understand what constitute a first aid and the
Reason why you should know about the ways of administering first aid.
Specifically, you have been able to know some basic steps involved in
treating
Common household emergencies like bites and convulsion.

5.0 SUMMARY

94
 The meaning, need and steps involved in the initial assistance for victims of
Bites and convulsion have been treated in this unit.

6.0 SELF-ASSESSMENT EXERCISE

Look around your neighborhood and state the common household

emergencies.

ANSWER

 Cut;
 Fall;
 Fainting;
 Convulsion;
 Bites;
 Bleeding etc.

7.0 REFERENCES / FURTHER READING

American Red Cross (1973). Standard first aid and personal safety. New
York:
Doubleday & Company Inc.

Anyakoha, E. & Eluwa, M. (1991). Home management for schools and

colleges. Onitsha: African-Pep Publishers

Hepler L. (Nov, 2018). Introduction to first aid. Healthline

[Link]

95
 Unit 2 BASIC GUIDELINES OF HEALTHY LIVING

CONTENTS

1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
3.1 Guidelines for a healthy living
4.0 Conclusion
5.0 Summary
6.0 Self-Assessment Exercise
7.0 References / Further Readings

1.0 INTRODUCTION

The issue of health is of paramount importance in the home since all other
goals of the family would only be selected when all the family members are
healthy. A lot of family resources would be saved if extra efforts are made to
ensure that every members of the family stay healthy. It is therefore very
pertinent to know the principles that are deeded to stay healthy.

2.0 LEARNING OUTCOMES

At the end of this unit, you should be able to:

 The basic guidelines relating to personal cleanliness;

 The guidelines relating to cleanliness during eating;
 Relevant points relating to public cleanliness.

2.0 MAIN CONTENT

2.1 Cleanliness in the Home

The following points are important in keeping a person healthy:

96
(i) always wash your hands when you wake up in the morning, after having a
bowel movement and before eating;
(ii) bathe often especially after working hard or swearing;
(iii) brush your teeth at least twice a day especially after eating sweets;
(iv) do not let goats, or similar animals come into the house or places where
children play.
(v) do not let dogs lick children or climb on beds.
(vi) if children or animals have a bowel movement near the house. Clean up at
once.
(vii) hang or spread bedsheets and blankets in the sun often. If there are
bedbugs or scabies, pour boiling water on the cots and wash the bedsheets
and blanket on the same day
(viii) de-louse the whole family often.
(ix) do not spit on the floor.
(x) clean house often by sweeping and washing the floors, walls and all other
parts of the house.

2.2 Cleanliness in Eating and Drinking

The following are guides to safe eating and drinking in the home:

i. ideally, all water that does not come from a pure water system should be
boiled
or put in the sun before drinking;
ii. do not allow flies or other insects crawl on food;
iii. always wash fruits and vegetables thoroughly with clean water before
eating:
iv. only eat meats that are well cooked;
v. do not eat stale food or food that smells bad: and
vi. avoid eating food with people that have contagious diseases like flu, colds,
tuberculosis and chicken/small pox.

2.3 Environmental Cleanliness

The Guidelines to Environment Cleanliness are:

i. Keep wells and public water hole clean;

ii. Do not allow animals go near where people get drinking water, a fence
may be needed to keep the animals away from the water source;
97
 iii. Do not defecate or throw garbage near the water hole; and
iv. Burn all garbage that can be burnt. Garbage that cannot be burnt should
be buried in a special pit far away from houses and sources of drinking
water.

4.0 CONCLUSION

The issues of health in the family is influenced by many factors obtainable within
and
outside the home. A good homemaker must exercise great vigilance in keeping
away
these negative factors. The right attitude necessary for good health must be
inculcated
into every member of the family.

5.0 SUMMARY

You have just learnt the basic guidelines that are needed to keep healthy family.
These
guidelines have revealed that the issues of keeping healthy in the family is the
work of
every member of the family.

6.0 SELF-ASSESSMENT EXERCISE

Highlight some sharp practices in your neighborhood that may predispose the
inhabitants to ill-health.

ANSWER

 Blocking the drainage holes with waste;

 Improper waste disposal;
 Improper defecation;
 Overcrowding etc.

7.0 REFERENCES / FURTHER READING

Bill, F. (1999). Where there is no vet. London & Oxford: Macmillan Press. ISBN 0-
333-
98
 58899

Werner, D. (1995). Where there is no doctor. London: Macmillan Education Ltd

Jillian, K. (June, 2021). The definitive guide to healthy eating in real life. Healthline
[Link]

UNIT 3 ENERGY AND MONEY MANAGEMENT IN THE HOME

CONTENTS

1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
3.1 What is energy Management?
4.0 Summary
5.0 Conclusion
6.0 Self-Assessment Exercises
7.0 References / Further Reading

1.0 INTRODUCTION

In the home, the major decisions in energy utilization are where and how to
perform
bodily work to avoid discomfort and fatigue, as well as minimize energy
expenditure.
Family members are to decide how to spend the energy resources when they
decide
how to spend their time. Therefore, energy is often interwoven with time
planning.
Controlling the use of energy involves applying the principles of work
simplification in
Carrying out household activities. These principles help to conserve energy and
eliminate fatigue.
99
 In addition, family members also need to understand the principles of money
management. Money is an important material resource, which is used to buy most
of the things needed in the family. The amount of satisfaction derived from money
depends on how it is managed.

2.0 LEARNING OUTCOMES

At the end of this unit, you should be able to:

 Define energy management;

 Apply the principles of work simplification to household tasks;
 Enumerate the principles of money management in the home.

3.0 MAIN CONTENT

3.1 What is Energy Management

Energy management is the process of learning and controlling the use of energy
in
order to preserve and manage more tasks that can be accomplished in a shorter
time
without much fatigue.

Reasons for energy management are:

1. To conserve energy;
2. Eliminate fatigue;
3. It minimizes the amount of time spent on a given task;
4. It helps to increase the workers’ interest in a given task; and
5. It encourages work to be carried out in the best possible way and aids in
the elimination of unnecessary movements.

3.3 Work Simplification

Work simplification is the process of reducing the amount of time and energy
required to complete a given piece of work or to accomplish more work with a
given amount of time and energy.

Advantages of work simplification are:

10
0
 1. To reduce the amount of time required for a given job;
2. Minimize the number of movements and improve the type of motions
on a specific task;
3. Reduces the overall frustration of tiredness;
4. Provide the homemaker free time, rest and leisure;
5. Helps to develop ability in the use of right method to do a job.

Principles or Guidelines for Work Simplification

1. Good pasture to prevent the use of energy in any activity;

2. Use both hands at work;
3. Plan tasks so as to alternate sitting down with standing;
4. Wear suitable cloth and shoe for working;
5. Combine related task e.g preparation of soup and stew using the same
cooker;
6. Store used items at place of first use;
7. Place items for easy accessibility
8. Use labour saving equipment or devices such as blender, electric kettle
etc.
9. Examination the task to know where to save time and energy;
10. Different raw materials that save time can be used to complete a
task e.g ground egusi, conference foods (dressed chicken).
11. Include rest period to reduce tiredness;
12. The work environment should be comfortable and airy;
13. Use correct working heights for tables and chairs;
14. Daily cleaning of the environment should be encouraged.

Application of Work Simplification to Specific Household Tasks Laundry

Work

1. Choose fabric that are easy to wash and require little or no ironing;
2. Assemble all you need for the work before washing;
3. Follow the correct laundry procedure;
4. Use washing machine if available;
5. Use the correct method for washing specific fabrics;
6. Iron while damp and air properly before storage.

Child Care

10
1
 1. Identify the need of the child and make provision for each of them;
2. Clean the child’s room always;
3. Store baby’s feeding materials properly;
4. Feed the baby at regular intervals;
5. Wash baby’s feeding bottle after each meal and store;
6. Store baby’s clothes separately;
7. Assemble the materials needed by the baby before bathing;
8. Store baby’s toys properly;
9. Immunize the baby at recommended periods;
10. Keep medicines away from the baby.

Entertainment

1. Plan and decide on the number of guests and what to serve;

2. Send invitation in advance;
3. Choose simple dishes that are easy to prepare;
4. Set the table in advance;
5. Clean the cutleries, glasses, dishes and napkins;
6. Get ready to receive your guests;
7. Keep the guests busy by giving album or engage in conversation.

Meat Preparation

1. Check store to know the food available and those not available;
2. Purchase non-perishable food in bulk and store;
3. Make preliminary preparations e.g pour large quantities of pepper,
boil and store in the refrigerator;
4. Assemble all ingredients and utensils before starting to cook;
5. Use appropriate utensils, wash and set the table;
6. Clear the table after meal, wash and drain dishes;
7. Store utensils and food stuff;
8. Maintain good cleanliness habit.

Sewing and Mending of Clothing Articles

1. Have a complete set of sewing tools;

2. Maintain a good sewing center in the house with correct height of
chair;
3. Ensure that sewing machine is in order by proper maintenance;
4. Provide good light for the sewing center;
10
2
 5. Choose less busy day for your sewing;
6. Maintain good sewing posture;
7. Use correct tread and needle;
8. Do not clear the table until the last person finished eating;
9. Clean and store dishes and utensils properly.

Money Management

Money is an important material resources, which is used to buy most of the

things
We need. The amount of satisfaction we get from our money depends on
how
we manage it.

Principles of Money Management

a) Ensure that your expenditure is within the limits of your income;

b) Identify the needs or goals to be achieved with the money available
such as feeling, clothing and house rent;
c) Establish priorities among goals, that is, determine which goals are
most important and need to be obtained early;
d) Estimate the cost of each goal through market survey;
e) Determine the income available to the family;
f) Make a budget on how to use the available income for achieving the
goals. Make allowances for emergencies such as accidents;
g) Control all money management activities;
h) Keep good records about money spent;
i) Evaluate regularly to know how well your money management
activities are progressing.

4.0 CONCLUSION

In conclusion, energy and money are precious resources that are available
to
different families in varying quantities. However, the extent to which the
family
manages the resources will determine how effective and successful the
family
will be.

10
3
 5.0 SUMMARY

This unit has exposed you to the importance of handling family resources
well
(energy and money) in order to achieve effective family living. It has also
explained the principles guiding management, and it has applied these to
specific household tasks.

6.0SELF-ASSESSMENT EXERCISE

Why is it important to manage family resources?

ANSWER

It is important to manage family resources in order:

1. To conserve energy;
2. Eliminate fatigue;
3. It minimizes the amount of time spent on a given task;
4. It helps to increase the workers’ interest in a given task; and
5. It encourages work to be carried out in the best possible way and aids in
the elimination of unnecessary movements.

REFERENCES / FURTHER READING

Anyakoha, E. & Eluwa, M. (1991). Home management for schools and colleges.
African-Pep Publishers

Bamidele, R. (1986). Home economics for junior secondary schools (Book 1).
Abi Print Publishers

Zandi, H., Kuruganti, T., Vineyard, E. A. & Fugate, D. (2018). Home energy
management system: An overview
[Link]

10
4