Project

CHAPTER ONE
Introduction
1.1 Background of the Study
Orphanage homes provide care and support to children whohave lost their parents or
are abandoned (UNICEF, 2020).However, the quality of care and its impact on child
personalitydevelopment remain a concern (Katz, 2015).Nigeria hasapproximately 17.5
million orphans, with 8.2 million living inorphanage homes (NPC, 2018). Zaria Local
Government, inKaduna State, is not exempted from this [Link]
that orphanage care can affect children's emotional,social, and cognitive
development (Whitaker et al., 2016).Institutional care can lead to attachment
issues (Bowlby, 2018),behavioral problems (Heller et al., 2015), and lower self-
esteem(Rosenberg, 2019).Orphanage homes provide vital care andsupport to vulnerable
children, yet their impact on childdevelopment remains a topic of debate.
Institutions can offerstability, nutrition, and education, but may also
perpetuateemotional, social, and behavioral difficulties due to
inadequateresources, staff training, and limited socialization
[Link] highlights concerns regarding attachment issues,delayed
cognitive development, and increased risk of mentalhealth problems among
institutionalized children .Moreover,orphanage care can foster dependency, diminish
self-esteem, andhinder social skills development (Ogundipe, 2017).However,well-run
orphanages with trained staff, adequate resources, andfamily-like environments can
mitigate these risks. 20). Small,family-style orphanages with lower child-to-
caregiver ratiostend to promote healthier attachment and socialization(McKenzie,
2015).
The orphanage home is one of the numerous social institutionthat have emerged over
the year to carter for some of the socialneeds of orphanage associated with such
problems. Children thatgrew up in orphanage home behave in a unique pattern
therebydisplaying some certain social behaviour attitude that could beassociated
with the up bringing in the [Link] homes have a profound impact
on children'sphysical, emotional, and psychological [Link],
institutional care can lead to emotional difficulties,such as attachment issues,
anxiety, and depression, as well associal challenges, including difficulty forming
relationships andsocial isolation ,Behavioral problems, cognitive delays,
andincreased risk of mental health isasues are also common(Ogundipe, 2017).Long-
term effects of orphanage care includedifficulty adjusting to independent living,
strained relationshipswith family and peers, increased risk of substance abuse,
andpersistent mental health concerns . To mitigate these risks,orphanages must
prioritize trained staff, community integration,family reunification efforts, and
holistic child [Link] homes vary in their care models,
cateringto specific needs of children. Residential orphanages provide24/7 care and
housing, offering a stable environment. Fostercare orphanages, on the other hand,
place children with trainedfoster families, promoting family-like
[Link]-based orphanages integrate children into localcommunities,
fostering social connections. Emergencyorphanages provide temporary care during
crises, such as naturaldisasters or conflicts. Special needs orphanages cater to
childrenwith physical or mental disabilities, offering specialized
[Link] orphanages prepare children for independent living,teaching life
skills. Group home orphanages provide family-likeenvironments, with smaller groups
of children. Personalitydevelopment is a dynamic and complex process shaped
bybiological, psychological, and environmental factors. Frominfancy to adolescence,
children progress through stages ofcognitive, emotional, and social growth, laying
the foundationfor their adult personality . Early experiences with
caregiversinfluence attachment styles, trust, and emotional regulation . Aschildren
navigate social environments, they develop self-awareness, self-esteem, and social
skills Genetic predispositions,temperament, and life events also contribute to
personalityformation (Tackett & Lahey, 2017).Adolescence and youngadulthood bring
significant personality changes as individualsexplore identities, form
relationships, and make choices shapingtheir values and goals . Social learning
theories suggest thatobservation, imitation, and reinforcement shape
personalitytraits (Bandura, 2015). Furthermore, cultural and societal norms,family
dynamics, and educational experiences influencepersonality development (Vygotsky,
2016).Effective personalitydevelopment is characterized by:Emotional intelligence
andregulation, Resilience and coping skills,Healthy relationshipsand social
connections,Self-awareness and self-acceptance,Adaptability and
[Link], unhealthypersonality development may result from: Trauma
orneglect,Inconsistent parenting,Social isolation, Negative rolemodels,Unrealistic
expectations.
(Ogundipe, 2017). This study aims to fill this knowledge gap byexamining the impact
of orphanage homes on child personalitydevelopment in Kaduna State, focusing on
emotionalintelligence, self-esteem, and social [Link] has shownthat
children in orphanage home face unique challenges thatimpact their personality
developments including, Emotionalneglect and attachment issues: is a form of
childhood traumathat occurs when a child's emotional needs are consistentlyignored,
dismissed, or unmet by their caregivers, this can lead toprofound effects on a
child's emotional development, self-esteem, relationship difficulties, mental
health issues (depressionand anxiety) and so [Link] stigma and discrimination:
Socialstigma and discrimination is the negative attitude towardschildren without
parents, social stigma and discrimination canhave severe consequences for children
in orphanage homes,impacting their emotional well-being, self-esteem,
Emotionaldistress .In Zaria Local Government, orphanage homes facechallenges such
as inadequate funding, limited resources, andinsufficient staff training (Kaduna
State Government, 2020).These factors may impact care quality and, subsequently,
childpersonality development.
1.2 Statement of the Problem
Children brought up in the orphanage home cannot copeeffectively with the outside
world this display in theirdispositions shows that most of them tend to be
introverts andalways want to keep to themselves in few cases they turn out tobe
backward in speed and verbal intelligence. According toSegmund Fraud (2020 )
children who grew up in the orphanagehome may likely be affected in their culture
and tradition,religion,and this affects the personality development as
theirbehaviors is not only more indiscriminate but more immaturethan those children
who are with their natural parents. Hence theincrease in various research as to
find out the effectiveness andinfluence of these home (orphanage home) on the
childpersonality development.
It was also observed by the researchers,children's personalitydevelopment in
orphanage homes can be influenced byinteractions with special needs peers.
However, challenges arisefrom:, Emotional stress and anxiety coping with
complexbehaviors, Social stigma and bullying from outside peers,Limited resources
and support for special needs. It was also observed that due to the high level of
isolation with the society, both male and female orphaned children might face
challengesin their matrimonial home. Social stigma and bullying can resultfrom
negative reactions, These are what prompted the reaseacher to investigate on child
personality development in Kaduna State. challenges help me to check the impact
ofopharnage home on child personality development in Kadunastate.
1.3 objective of the Study
General objective:
The major objective of the study is to examine the impact oforphanage home on child
personality development in Zaria localgovernment. The specific objectives are to:
1. Determine the personality traits exhibited among children inorphanage home in
Kaduna state.
2. Identify the factors that can contribute to healthy personalitydevelopment among
children in opharnage homes in Kadunastate.
3. Recommend support systems and interventions that canpromote healthy
personality development among orphanedchildren in Kaduna state.

1.4 Research Questions.

1. What are the personality traits exhibited among children in orphanage home in
Kaduna state
2. What are the factors that contribute to healthy personalitydevelopment among
children in orphanage home in Kadunastate
3. What support system and interventions can be implementedto promote healthy
personality development among orphanedchildren in Kaduna state

1.6 Hypothesis of the study

Null hypothesis
1. There is no significant relationship between personalitydevelopment and
personality traits in orphanage homes inKaduna state.
2. There is no significant relationship between factors thatcontribute to healthy
personality development and personalitytraits in orphanage home in Kaduna state.
3. There is no significant relationship between support systemand interventions
that can be implemented to promote healthypersonality development and personality
traits in orphanagehomes in Kaduna state.
1.6 Significance of the study
The study will be of significant benefits to: Care givers , policymakers, Community
, Teachers, Orphans, Government andStudents.
The Caregivers: the study can empower caregivers withknowledge and skills to
support healthy personalitydevelopment in [Link] policy makers : the study's
findingwill provide valuable insight for policy makers to develop oradjust policy
supporting orphanage home and can inform policydecisions related to child care and
protection in [Link] : the study's finding will raise awareness about
thechallenges faced by orphaned children, promoting communityinvolvement and
[Link] Teachers: the study's finding willhelp the teachers learning the
appropriate methods and strategiesthat should be adopted in orphanage homes in
order to shapetheir personality [Link] Orphans: the study's findingwill
help in shaping the personality traits and personalitydevelopments in orphans, The
Government : the study's findingwill help the government by knowing the gaps and
how toovercome them in orphanage home, The students : This studywill also be source
of reference material for future research onthe impact of orphanage home in child
personality development.
1.7 Delimitation of the study
This study is delimited to The impact of orphanage home onchild personality
developments in Kaduna state, it is delimited toTukur Tukur, wusasa, zangon shano,
and samaru, it is alsodelimited to one opharnage home in each area. It is also
delimited to children from 15 years and above.

CHAPTER TWO
2.0 Review of Related Literature
In this chapter the literature will be reviewed under thefollowing headings.
2.1 Child development
2.2 personality development
2.3 importance of orphanage home
2.4 Personality traits
2.5 Orphaned children
2.6 Factors that contribute to healthy personality development
2.7 summary of related literature review
2.1 Child Development
Child development encompasses the physical, cognitive,emotional, and social growth
of children from birth toadolescence. This complex process is influenced
bybiological, environmental, and interpersonal [Link] development is
characterized by progressivemilestones, such as language acquisition, social
skills, andemotional regulation. The holistic development of child includes:
Physical Development:Children progress fromdependence to independence, mastering
motor skills, andrefining coordination. Nutrition, healthcare, and physicalactivity
shape [Link] Development:Children'sthinking evolves from sensory
exploration to logicalreasoning. Language, problem-solving, and memoryimprove
through interaction and experience. EmotionalDevelopment:Children learn emotional
regulation,empathy, and self-awareness. Secure attachments withcaregivers foster
resilience. Social Development:Childrendevelop social skills through interaction,
cooperation, andconflict resolution. Positive relationships shape self-esteemand
[Link] Influencing Developmentincludes:Genetics and temperament, Family
dynamics andparenting styles, Socio-cultural context and community,Education and
childcare quality, Health and [Link] that promote Healthy Development
includes:Nurturing caregiver relationships, High-quality educationand childcare,
Access to healthcare and nutrition, Positiverole modeling and social support,
Community resourcesand intervention.
John Bowlby (2018) define child development as acontinuous process that begin at
conception once infant areborn they begin to experience complex changes
physicallyintelligence and emotionally change are gradual and occurthroughout the
life span for convenience psychologist havespeared the life span into stages and
identified change andadjustment at each stage we should remember that
thetransition from each stage to the next is gradual ratherthan sudden. A
child does not awaken on a secondbirthday day with an abrupt change from baby hood
toadulthood similarly the groups assigned to each are generalbecause there are
vast individual differences one personmay progress to young adulthood at sixteen
while anotherwill still be battling adolescent problems but twenty [Link] Bowlby
(2018) explain further in his theory ofmaterial deprivation that child deprive of
material care willeventually be retarded. Physically socially or intellectuallyand
in some cases in all spheres of development thedistinguished between compete
deprivation and partialdeprivation in a situation of partial deprivation the
childexperience. Less satisfaction, leading to anxiety excessiveneed for love
powerful feeling for revenge guilt anddepression which may lead to nervous in such
animpersonal environment. Theories of Child Developmentincludes: Erikson's
Psychosocial Theory, jean Piaget'stheory of cognitive development, Urie bronze
Brenner'secological systems theory,Bowlby's Attachment Theory,Albert Bandura's
Social Learning Theory and Vygotsky'sSociocultural Theory.
Erik Erikson psychosocial theory
Erik Erikson's Psychosocial Theory proposes thatpersonality development occurs
through eight stages, eachcharacterized by a unique crisis or conflict. These
stagesspan from infancy to late adulthood, with successfulresolution leading to
healthy personality [Link]. Mistrust (0-1.5 years): Infants develop
trust whencaregivers provide consistent, nurturing environments,Autonomy vs. Shame
and Doubt (1.5-3 years): Toddlersassert independence, testing boundaries and
developingself-control, Initiative vs. Guilt (3-6 years): Children takeon
responsibilities, exploring initiative and learning tonavigate guilt,Industry vs.
Inferiority (6-12 years): School-age children develop skills, seeking praise and
avoidingfeelings of inadequacy, Identity vs. Role Confusion (12-18years):
Adolescents explore identities, seeking self-definition and avoiding confusion,
Intimacy vs. Isolation(18-40 years): Young adults form meaningful
relationships,balancing intimacy and independence, Generativity [Link] (40-
65 years): Middle-aged adults contribute tosociety, fostering growth and combating
stagnation,Integrity vs. Despair (65+ years): Older adults reflect onlife,
achieving closure and acceptance or experiencingregret.
Jean Piaget's Theories
Piaget was a Swiss psychologist who developedgroundbreaking theories on child
development, cognitivepsychology, and education. Key Theories includes:Cognitive
Development Theory: Children progress throughstages of cognitive development, each
characterized byincreasingly complex thinking, Schema Theory: Childrenconstruct
mental frameworks (schemas) to organizeknowledge and understand the world,
Assimilation andAccommodation: Children integrate new information intoexisting
schemas (assimilation) or adjust schemas to fit newinformation (accommodation),
Equilibration: Childrenbalance assimilation and accommodation to achievecognitive
[Link] of Cognitive Developmentincludes:Sensorimotor Stage (0-2 years):
Infants learnthrough sensory experiences and motor activities,Preoperational Stage
(2-7 years): Children developsymbolic thinking and [Link]
OperationalStage (7-11 years): Children understand concrete objectsand events,
Formal Operational Stage (11-15 years):Adolescents develop abstract thinking and
logicalreasonings.
Urie Bronfenbrenner's Ecological Systems Theory positsthat child development is
influenced by five interconnectedsystems. The Microsystem: Immediate
environments(family, school, peer group) directly interact with the child,shaping
their experiences and development, TheMesosystem: Interactions between microsystems
(e.g.,home-school relationships) impact child development, TheExosystem: External
environments (community, socialservices) indirectly influence child development,
TheMacrosystem: Societal attitudes, cultural values, andpolicies shape the broader
context, The Chronosystem:Temporal changes and transitions (e.g., puberty,
moving)affect child development. This theory provides acomprehensive framework for
understanding the complexinteractions influencing child development.
Bowlby's Attachment Theory
John Bowlby's Attachment Theory posits that earlyrelationships between children
and caregivers significantlyimpact emotional development, shaping attachment
stylesand future relationships. Bowlby argued that childrendevelop attachment
through interaction with sensitive andresponsive caregivers, fostering a sense of
security andtrust. He identified four attachment styles: Childrendevelop internal
working models (IWMs) of themselves,others, and relationships based on early
[Link] styles include: Secure Attachment: Childrenfeel safe, loved,
and secure, leading to healthyrelationships, Anxious-Ambivalent Attachment:
Childrenexperience anxiety and uncertainty due to inconsistentcaregiving, Avoidant
Attachment: Children avoid intimacydue to neglect or rejection, Disorganized-
DisorientedAttachment: Children exhibit confused and fearful behaviorresulting from
traumatic or abusive [Link]'stheory emphasizes the importance of early
attachmentexperiences in shaping future relationships, emotionalregulation, and
resilience.
Albert Bandura's Social Learning Theory (SLT), posits thatlearning occurs through
observing and imitating [Link]'s theory challenges traditional behaviorist
views,emphasizing cognitive processes and observationallearning. According to SLT,
people learn new behaviors,attitudes, and knowledge by observing models, such
asparents, peers or media [Link] components of SLTinclude:Observation:
Learning through watching others,Imitation: Replicating observed
behaviors,Modeling:Observing others' behaviors andconsequences,Reinforcement:
Rewards or punishmentsinfluencing behavior, Self-efficacy: Belief in one's
abilityto perform [Link]'s famous Bobo Doll experiment(1961) demonstrated
SLT's effectiveness, showing childrenlearned aggressive behaviors by observing
adults. SLTapplications include:Education: Modeling teachingmethods,
Psychotherapy: Observational learning forbehavioral change, Media: Influencing
attitudes andbehaviors, Parenting: Modeling values and behaviors,Socialization:
Learning social norms and [Link]'sSLT revolutionized understanding of human
learning andbehavior, highlighting the significance of observation,imitation and
modeling in shaping human development.
Vygotsky's Social Cultural Theory
Lev Vygotsky's Social Cultural Theory (SCT), emphasizesthe role of social
interactions, culture, and language inshaping cognitive development. Vygotsky
argued thatchildren construct knowledge through collaborativedialogue with more
knowledgeable others, such ascaregivers, teachers, or peers. Vygotsky's SCT
suggests thatlearning is an active, social process where children co-construct
knowledge with others, rather than passivelyreceiving information. Vygotsky's SCT
revolutionizedunderstanding of human development, highlighting thesignificance of
social and cultural factors in shapingcognitive growth.
According to Sada (2016) the preservation of the child lifeis unequivocal up held
also the responsibility for the child’s welfare is not only moral ethical, social
withadequate sanction to back it. According to Spock (2018)“if there is no one
to love a baby he grows up with a shallow irresponsible pertinacity and with
little or notcapacity to love body including separation of the child will not
only result in an injury to the ego but also it couldbe traumatic”.
2.2 Personality Development
Personality development is a dynamic and lifelong processthat shapes an
individual's unique characteristics, traits, andbehaviors. It begins at birth and
evolves throughinteractions with family, peers, culture, and lifeexperiences. Early
childhood experiences, such asattachment styles and parenting practices, lay
thefoundation for future personality development. As childrengrow, they develop
emotional regulation, self awareness,and social skills through interactions with
theirenvironment. Adolescence marks a significant turning pointin personality
development, as individuals explore identity,peer relationships, and independence.
Late adolescence andyoung adulthood are characterized by consolidation
ofpersonality traits, exploration of values and beliefs, anddevelopment of
emotional intelligence. Geneticpredispositions, brain development, and life events
alsoinfluence personality development. Theories such asErikson's Psychosocial
Theory, Bowlby's AttachmentTheory, and the Big Five Personality Traits
provideframeworks for understanding personality [Link] highlights the
importance of early childhoodexperiences, parental support, and social
relationships inshaping personality. Factors influencing personalitydevelopment
include genetics, family dynamics, peerrelationships, cultural context,
socioeconomic status, andlife experiences. Effective personality development
iscritical for mental health, relationships, and overall well-being.
According to Robinson (2015) he define personality as aunique organization of
relatively enduring psychologicalcharacteristics possessed by an individual as
reveled by hisinteraction to the environment in other words to denotesthe
individuals pattern of [Link] is through educationand healthy physical and
upbringing that these children inthe orphanage can have bright future
opportunities whichis exactly what the orphanage aims of providing itcontended
that the security of a foster mother childrelationship is in certain respects
greater than that between the biological mother and her child it must be
emphasizedhowever that the orphanage in spite of these argumentsabout it
disadvantages is still a very important instrument issocializing helpless innocent
children ward maids or evennurses do not have enough time to love and play with
allthese children. They need attention all the time by lovedones the practice, of
fostering far from being damage ordetrimental to the child is in many respect
[Link] itself is not a solution to other problems existingin a
society with high mentality. It provides greater measureof security both to the
foster parent and festered child. Thebenefits gained by children through fostering
are emotionalas well as social most foster mothers have no childrenliving with them
either because they are grandmother oreven not yet given birth foster gives
children, somedirection” Sada (2016) and the opportunity to create deepparent child
relationships if a foster child is the only childin the family then he/she enjoys
individuals attention fromthe foster parents a disposition is a tendency to behave
in acertain way a person who is by disposition an introvert isone who tends to be
more interested in his own ideas andfeeling then he is in the affairs of the
outside world. Aperson who is by disposition an extrovert is one who tendsto be
more interested in what is going on around him thanhis in his own ideas.
Theory of personality development
Erikson's Psychosocial Theory proposes that personalitydevelopment occurs through
eight stages, each with aunique crisis or conflict that shapes personality. Stages
ofErikson's psychosocial theory includes: :Trust vs. Mistrust(0-1.5 years): Infants
develop trust or mistrust based oncaregiver responsiveness, Autonomy vs. Shame and
Doubt(1.5-3 years): Toddlers explore independence, testingboundaries, Initiative
vs. Guilt (3-6 years): Children take onresponsibilities, developing a sense of
purpose, Industry [Link] (6-12 years): Children develop skills,
comparingthemselves to peers, Identity vs. Role Confusion (12-18years): Adolescents
explore identity, seeking [Link] vs. Isolation (18-40 years):
Youngadults form meaningful relationships, Generativity [Link] (40-65
years): Adults contribute to society,fostering growth, Integrity vs. Despair (65+
years): Olderadults reflect on life, seeking closure.
Attachment Theory (John Bowlby)
Attachment Theory proposes that early relationships withcaregivers shape
personality development, influencingattachment [Link] of Attachment
includes: Pre-Attachment (0-3 months): Initial bonding, Attachment-in-the-Making
(3-6 months): Developing trust, Clear-CutAttachment (6-12 months): Established
attachment, Goal-Corrected Partnership (1-2 years): Collaborativerelationships.
influences on Attachment includes: Caregiversensitivity and responsiveness,
Consistency andpredictability, Emotional [Link] ofbowlby's
attachment theory are Parenting strategies:Responsive, sensitive caregiving, Mental
health:Addressing attachment issues, Education: Fostering secureattachment.
Maslow's Hierarchy of Needs
Maslow's theory proposes that human motivation andpersonality development are
driven by the fulfillment of basicneeds, progressing through a hierarchical
[Link] Needs (Basic): Food, water, shelter, safety, SafetyNeeds:
Security, stability, protection, Love and BelongingNeeds: Social connections,
intimacy, Esteem Needs: Self-esteem, recognition, achievement, Self-Actualization
Needs:Personal growth, creativity. The Key Principles of this theoryincludes:
Lower-level needs must be met before higher-levelneeds, Unfulfilled needs lead to
motivation and tension,Fulfillment of needs leads to satisfaction and growth.
Good personality development encompasses various essentialcharacteristics, enabling
individuals to lead fulfilling andpurposeful lives. These include emotional
intelligence,resilience, and adaptability, allowing individuals to navigatelife's
challenges effectively (Goleman, 2015). Self-awareness,self-acceptance, and self-
esteem foster a positive self-image,while effective communication and interpersonal
skills facilitatestrong relationships (Harter, 2012). Empathy, compassion,
andaltruism promote social connections and a sense of [Link],
characteristics like integrity, accountability, andmoral principles guide ethical
decision-making and responsiblebehavior (Kohlberg, ). characteristics of good
personalitydevelopment include:Optimism and positivity, Flexibility andopenness to
change, Self-motivation and goal-oriented behavior,Healthy coping mechanisms and
stress management,Authenticity and honesty, Responsibility and
reliability,Emotional regulation and stability. By cultivating
thesecharacteristics, individuals can develop a strong, well-roundedpersonality,
leading to greater life satisfaction, success, andpersonal growth. Bad personality
development is marked bydetrimental traits that hinder personal growth,
relationships, andoverall well-being. Characteristics include low self-esteem,
self-doubt, and negativity, leading to pessimistic outlooks andhopeless attitudes
(Beck, 2014). Impulsivity, aggression, andpoor emotional regulation result in
harmful behaviors andunstable relationships (American Psychiatric Association,
2018).Manipulation, dishonesty, and lack of accountability underminetrust and
respect from others. Additionally, rigidity, close-mindedness, and resistance to
change impede personal growthand adaptation . Other harmful characteristics of bad
personalitydevelopment include:Narcissism and self-centeredness, Lack ofempathy and
compassion, Irresponsibility and unreliablebehavior, Substance abuse and addictive
tendencies, Poorcommunication and conflict resolution skills, Dishonesty
andintegrity issues, Self-destructive and harmful behaviors

2.3 importance Of Orphanage Home

Orphanage homes play a vital role in providing shelter, care, andsupport to
children who have been deprived of parental love andguidance (UNICEF, 2020). These
institutions serve as a safehaven for vulnerable children, ensuring their basic
needs are metand providing a foundation for their physical, emotional,
andpsychological development (Save the Children, 2019). Researchindicates that
high-quality orphanages can mitigate the negativeeffects of parental loss and
promote healthy development(Whetten et al., 2019). Importance of Orphanage
Homes:Provides shelter and protection from exploitation and abuse(Harden, 2014),
Offers food, clothing, and healthcare (WHO,2019), Fosters emotional support and
psychological well-being,Promotes education and personal development (UNICEF,2020),
Encourages socialization and community integration(Minnis et al., 2016). Benefits
of orphanage home to Childrenincludes: Stabilizes and secures their lives ,
Enhances self-esteem and confidence (Garmezy, 1991), Develops social andemotional
intelligence (Goleman, 2015), Fosters resilience andadaptability (Wagnild & Young,
2017) . Benefits of orphanagehome to the Society includes: Contributes to reducing
povertyand inequality (World Vision, 2020), Helps break cycles ofabuse and neglect
(Save the Children, 2019), Supportscommunity development and social cohesion (WHO,
2019).
2.4 Personality trait
Personality traits refer to the unique patterns of thoughts,feelings, and behaviors
that define an individual's characterand influence their interactions with others
(minnis 2017).Personality traits refer to enduring patterns of thoughts,feelings,
and behaviors that define an individual's uniquecharacter (Barrick & Mount, 2014).
The Big Fivepersonality traits, These traits influence various aspects oflife,
including academic performance (Poropat, 2014), jobsatisfaction (Judge & Higgins,
2016), and socialrelationships (Berry et al., 2017). Additionally,
personalitytraits like emotional intelligence (Goleman, 2018) andresilience
(Wagnild & Young, 2017) have been linked toimproved mental health and well-being.
These traits arerelatively stable across time and situations, shaping howpeople
perceive, process, and respond to information(Tackett & Lahey, 2017). The Big Five
personality traits -Openness, Conscientiousness, Extraversion, Agreeableness,and
Neuroticism (OCEAN) - provide a widely acceptedframework for understanding
personality . Opennessencompasses curiosity, creativity, and open-
mindedness,influencing how individuals approach new experiences(Feist, 2016).
Conscientiousness reflects organization, self-discipline, and responsibility,
impacting goal-orientedbehavior (Judge & Ilies, 2015) . Extraversion
involvessociability, assertiveness, and excitement-seeking,influencing
interpersonal interactions . Agreeablenessencompasses cooperation, empathy, and
kindness, shapingrelationships . Neuroticism involves emotional stability,anxiety,
and vulnerability, affecting stress management(Kotov et al., 2017). Additional
traits include: EmotionalIntelligence: recognizing and managing emotions(Goleman,
2015,) Resilience: coping with adversity(Wagnild & Young, 2017), Optimism:
maintaining apositive outlook , , Narcissism: grandiosity and self-centeredness
(Twenge , 2017), Empathy: understandingothers' perspectives .Personality traits are
influenced bygenetics, environment, and life experiences (Plomin et al.,2016). They
impact various aspects of life, such as: Careerchoices and job performance (Barrick
& Mount, )
,Relationship satisfaction and social connections (Berry etal., 2017), Mental
health and well-being , Copingmechanisms and stress management , Decision-making
andrisk-taking . Understanding personality traits can helpindividuals: Identify
strengths and weaknesses, Developself-awareness and personal growth, Improve
relationshipsand communication, Make informed career and life choices
Personality traits refer to enduring patterns of thoughts,feelings, and behaviors
that define an individual's uniquecharacter (Barrick & Mount, 2014). The Big
Fivepersonality traits - openness, conscientiousness,extraversion, agreeableness,
and neuroticism (OCEAN) -are widely recognized as the fundamental building blocksof
personality ( Costa, 2017). These traits influence variousaspects of life,
including academic performance (Poropat,2017) . job satisfaction and social
relationships (Berry etal., 2013). Additionally, personality traits like
emotionalintelligence (Goleman, 2018) and resilience (Wagnild &Young, 2017) have
been linked to improved mental healthand well-being.
According to Sigmund Freud, personality traits are shaped bythe interaction between
the id, ego, and superego, These traitsshape how people interact with others,
perceive themselves, andrespond to various situations. Characteristics of
PersonalityTraits: include Stability: Consistency across time and
[Link]: Unique combination of traits distinguishing oneperson
from another, Patterned behavior: Predictable ways ofthinking, feeling, and acting.
Abraham Maslow's humanistictheory focuses on personality traits that promote self-
actualization and personal growth. Here are key personalitytraits associated with
Maslow's theory:Self-Actualizing Traits,Autonomy: independence, self-directed Self-
awareness:understanding one's strengths, weaknesses, and [Link]:
innovative, open-minded Spontaneity: genuine,natural, and expressive. Problem-
solving: flexible, [Link]: imcompassionate, understanding, Purpose:
sense ofdirections.
Personality traits can be categorized into several types,including: The Big Five
Personality Traits:Openness: curiosity,creativity, open-mindedness,
Conscientiousness: organization,self-discipline, responsibility, Extraversion:
sociability,assertiveness, excitement-seeking, Agreeableness: cooperation,empathy,
kindness, Neuroticism: emotional stability, anxiety,vulnerability. Emotional
Traits:Emotional Intelligence:recognizing and managing emotions, Empathy:
understandingothers' perspectives, Optimism: maintaining a positive
outlook,Pessimism: expecting negative outcomes. Social Traits:Extroversion:
outgoing, sociable, assertive, Introversion:reserved, reflective, independent,
Agreeableness: cooperative,empathetic, kind, Antisocial: uncooperative,
unempathetic,hostile. Cognitive Traits: Intelligence: reasoning, problem-solving,
memory, Creativity: innovative thinking, artisticexpression, Analytical Thinking:
logical analysis, criticalevaluation. Motivational Traits: Achievement
Motivation:driven, ambitious, goal-oriented, Affiliation Motivation: seekingsocial
connections, belonging, Power Motivation: seekingcontrol, influence, authority
2.5 Orphaned children
Orphaned children are those who have lost one or bothparents, typically due to
death, abandonment, orseparation." (UNICEF, 2020). Orphanage homes providecare and
support to various types of children, including:Double Orphans: Children who have
lost both parents(UNICEF, 2020). These children often experience severeemotional
trauma and require intensive care and support ,Single Orphans: Children who have
lost one parent,typically the mother (Save the Children, 2019). Singleorphans may
face emotional struggles and require guidanceto cope with their loss , Maternal
Orphans: Children whohave lost their mothers, often due to maternal mortality(WHO,
2019). Maternal orphans are at higher risk ofmalnutrition, illness, and
exploitation , Paternal Orphans:Children who have lost their fathers, often due to
conflict,accident, or illness . Paternal orphans may experienceemotional distress
and require male role models,Abandoned Children: Children abandoned by their
parentsor caregivers, often due to poverty, abuse, or neglect .Abandoned children
require immediate care and protection,Street Children: Children living on the
streets, often due topoverty, conflict, or family breakdown (UNICEF, 2020).Street
children are vulnerable to exploitation, abuse, andhealth risks, Children with
Disabilities: Children withphysical, emotional, or cognitive disabilities,
requiringspecialized care and support (WHO, 2019). Orphanagescan provide inclusive
environments for these children,Refugee Children: Children displaced due to
conflict,persecution, or natural disasters (UNHCR, 2020). Refugeechildren require
culturally sensitive. causes of Orphanhoodincludes: HIV/AIDS (UNICEF, 2020),
Poverty (Save theChildren, 2019), Conflict/War (WHO, 2019), NaturalDisasters
(UNICEF, 2020), Abuse/Neglect (World Vision,2020)
2.6. Factors that contribute to healthy personalitydevelopment
The development of a healthy personality in children livingin orphanage homes in
Kaduna State is influenced by acomplex interplay of factors. Protective factors,
such assupportive caregivers and staff, a stable and predictableenvironment, access
to education and resources, positivepeer relationships, and opportunities for
socialization andcommunity engagement, play a crucial role in promotingemotional
and psychological well-being. Additionally,resilience factors, including coping
skills and adaptability,emotional regulation, self-esteem and confidence, problem-
solving and decision-making skills, and positiverelationships with mentors or role
models, help childrennavigate [Link]-specific factors, such asquality
of care and services provided, staff training andcapacity building, child-centered
policies and practices,family reunification or reintegration support,
communityinvolvement and partnerships, also significantly impactpersonality
development. For instance, a child-centeredapproach ensures that children's needs
and well-being areprioritized, while community involvement fosters
socialconnections and support.
Healthy personality development is influenced by acombination of genetic,
environmental, and social [Link] suggests that a supportive family
environment,positive relationships, and opportunities for socializationand
exploration are crucial . Healthy personalitydevelopment encompasses emotional
intelligence,resilience, self-awareness, positive relationships, and aclear sense
of identity and purpose. Conversely, challengesin personality development can lead
to mental healthconcerns, relationship difficulties, and impaired
emotionalregulation. Genetic Factors includes: Temperament: Innatepersonality
traits, such as extraversion andconscientiousness (Tackett & Lahey, 2017),
Heritability:Genetic influence on personality development (Plomin etal.,
2016).Environmental Factors includes: Parenting Style:Authoritative parenting
promotes healthy development ,Family Dynamics: Supportive family environment
fostersemotional intelligence (Goleman, 2015 , SocioeconomicStatus: Access to
resources and opportunities impactsdevelopment . Social Factors includes: Peer
Relationships:Positive peer interactions enhance social skills , SocialLearning:
Observing and imitating role models shapespersonality , Cultural Influence:
Cultural values and normsshape personality development . Psychological
Factorsincludes: Attachment Style: Secure attachment promoteshealthy development ,
Self-Esteem: Positive self-imageenhances personality development , Resilience:
Ability tocope with adversity fosters healthy development (Wagnild& Young, 2017).
Effective personality development isinfluenced by the interplay between these
factors. Asupportive environment, positive relationships, andopportunities for
growth and exploration contribute tohealthy personality development.
Understandingpersonality development informs strategies for parenting,education,
mental health interventions, and personalgrowth. By recognizing the complex
interplay betweennature and nurture, individuals can foster healthypersonality
development and cultivate a strong sense ofself.
Socio-cultural factors, including cultural values and normspromoting child well-
being, community support andacceptance, access to traditional and cultural
practices,language and communication support, and socioeconomicstability, further
influence personality [Link] growing up in orphanage homes benefit
frombeing part of a community that values and supports [Link]
factors, such as a child'stemperament and personality traits, prior life
experiences,cognitive and emotional development, physical health andwell-being, and
motivation and self-efficacy, also shapepersonality development. Children with
positiverelationships and experiences before entering theorphanage, for example,
may adapt [Link] these factors informs strategies topromote
healthy personality development in children livingin orphanage homes in Kaduna
State. By addressing thesefactors, caregivers, policymakers, and stakeholders
canwork together to provide supportive environments thatfoster emotional, social,
and cognitive growth.
2.7 summary of related literature review
Research has shown that orphanage homes significantlyimpact child personality
development, with institutionalcare affecting emotional intelligence, self-esteem,
cognitivedevelopment, and social skills. Theoretical frameworkssuch as Attachment
Theory, Social Learning Theory, andEcological Systems Theory provide insights into
thecomplex interactions between children and their [Link] studies in
Nigeria and specifically in KadunaState reveal that quality of care, length of
stay, familyreunification, and socioeconomic status are crucial factorsinfluencing
personality [Link] havehighlighted the challenges facing orphanage
homes inKaduna State, including inadequate resources and lack oftrained caregivers.
Longitudinal studies and comparativeanalyses between orphanage and non-orphanage
childrenare needed to better understand the impact of institutionalcare.
Interventions aimed at improving caregiver-childrelationships, providing
psychological support, andpromoting community integration are essential to
mitigatethe negative effects of orphanage care.
The literature gaps identified include the need forlongitudinal studies,
comparative analyses, and interventionprograms to improve personality development.
Addressingthese gaps will inform evidence-based policies andpractices to support
the well-being of children in orphanagehomes in Kaduna State. Overall, the existing
literatureunderscores the importance of considering the complexinterplay between
individual, environmental, andsocioeconomic factors in promoting healthy
personalitydevelopment among orphanage children(KOTOV 2017)

CHAPTER THREE
3.0. Research methodology
This chapter deals with the method of data collection and will be described under
the following subheadings:
3.1 Research Design
3.2 Population of the study
3.3 Sample size and sample technique
3.4 Instrument for Data collection
3.4.1 validity of the instrument
3.5 method of Data collection
3.6 method of Data analysis

3.1 Research Design

The methods used in the research is survey research design According to Chava
Nachmias' book "Research Methodsin the Social Sciences" (2018), survey research
designinvolves collecting data through self-report measures,usually questionnaires
or interviews, to describe attitudes,opinions, or behaviors of a population.
According to Aron& Aron (2014), the purpose of a survey is to collectquantitative
information usually through the use of astructural or standardized questionnaire.
According toNworgu (2014), descriptive survey aims at collecting dataand describing
it in a systematic management, thecharacteristics, the features or fact about a
givingpopulation.
3.2 Population of the Study
The population of the study consist of children living inopharnage home in Zaria
local government of Kadunastate. It also consists of 20 staff that were selected
for this study from the 4 orphanes. However, for the purpose of thisstudy, below
was the population of children selected in theorphanage home.

Areas

Tukur Tukur Orphanage home

Government orphanage homeAhamadiyya road, Zaria No of children in the orphanagehome

80
Wusasa Divine Mercy orphanage homewusasa road, Zaria 91
Zangon shano Islamic education trust orphanagehome sultan road, Zaria 95
Samaru Jamaatu nasril Islam orphanagehome jumuat mosque road, Zaria 44

Total=200

3.3 Sample Size and Sample Technique

This study employs random sampling. According toErlanson, (2014) random sample is
a set of items that havebeen drawn from a population in such a way that each timean
item was selected every item in the population had anequal opportunity to appear in
the sample. This Researchwork used the random convenient sampling
[Link] sampling Technique is non probabilitysampling in which
samples are selected based on theavailability.
There fore,in this study the sample comprises of onehundred ( 100) representing all
the randomly selected from4 different areas of Zaria local government area of
Kadunastate . participants, comprise 25 Orphans in each orphanagehome aged 15 years
to above,and 5 staff in each orphanage home ,of Zaria local area of Kaduna state.
3.4 Instrument for Data collection
The instrument used for collection data is two set ofquestionnaire was distributed
in the study area in order toobtain respondent's view. The questionnaire was
distributedinto sections, Section "A" contains the respondent's BioData or personal
information/Demographic data of therespondent's while section "B" the item based on
theresearch question one, section "C" contains items based onresearch question two,
and section "D" contains itemsbased on research question Three, but will be
answered by staff only.
3.5 Validity of the instrument
The instrument was subjected to face and contents [Link] validation entails
experts in the subject area checkingand making necessary observations, corrections
andamendments to strengthen the instruments. Content validityis concerned with how
well the content of the instrumentsamples the kind of things about which conclusion
are to bedrawn. The validity of the instruments was ascertained bythe supervisor of
this work as Kerlinger(2014) . remarkedthat validation by others (experts in the
field) is an effectivemethod of validation of research [Link]
validityresults confirm that the instrument effectively measures theimpact of
orphanage homes on child personalitydevelopment in Kaduna State, supporting
trustworthy andgeneralizable findings.
3.6 procedure for Data Collection
The questionnaire will be administered to the respondentsand collected at the same
time after filling thequestionnaire. A time frame of one week will given toenable
respondent fill the questionnaire appropriately afterwhich will collected
immediately. Instruction on how to fillthe questionnaire will be explained in
details to therespondents with the help of two research assistants.
3.6. procedure for Data analysis
The data gathered from the field work will be presented ina tabular form and
interpreted using simple percentageapproach, This integrated approach will provide
a robustunderstanding of the impact of orphanage homes on childpersonality
development in Kaduna State.
Title: Request for Questionnaire Approval: Assessing the Impactof Orphanage Homes
on Child Personality Development inKaduna State
Dear ma,
REQUEST FOR QUESTIONNAIRE APPROVAL
I'm hereby writing this letter to request approval for aquestionnaire design to
assess the impact of orphanage homeson child personality development, in Kaduna
State. The studyaims to investigate the effects of orphanage home care onchildren's
emotional, social, physical and cognitive development
The impact of opharnage home on child personalitydevelopment in Zaria local
government area of Kaduna state
QUESTIONAIRE
DEPARTMENT OF HOME ECONOMICS
FACULTY OF EDUCATION
AHMADU BELLO UNIVERSITY, ZARIA

Dear Respondents,
We are undergraduate students of Department of HomeEconomics, Faculty of Education,
Ahmadu Bello University,Zaria. We are undergoing a research work on “impact
oforphanage homes on child personality development in KadunaState.”. This is in
partial fulfilment of the requirement for theaward of [Link]. Ed Home Economics.
Kindly answer thefollowing questions provided objectively. Information providedby
you will be treated as confidential and used strictly foracademic purpose only.
Your responses are greatly appreciatedwith highest esteem regards.
Thank you.

CHAPTER FOUR
RESULTS AND DISCUSSION
This chapter presents the result and discussion of the findings under the following
sub-heading:
4.1 Analysis of Bio Data
4.2 Answers to Research Questions
4.3 Discussion of Major Findings
4.4 Summary of Major Findings

SECTION A
4.1 Analysis of Bio-Data
The researchers were able to collate the data after 7 days of administering the
questionnaires to participants that took part in the study. The following tables
provide details concerning the respondents as aimed in section A of the
questionnaire:
Table 4.1 : Distribution of response rate in the study
S/N Type of industry Number administered Number returned Percentage
1

4 Samaru orphanage home

Zangon shanoorphanage home
Wusasa orphanage home
Tukur tukur orphanage home 25

25

25

25 25

25

25

25 100

100

100

100
Total 100 100 100

From table 4.1it shows that the entire questionnaire administered during the field
work were all returned back and duly completed. As 25 questionnaires were
distributed to each orphanage, this same figures were also returned to by the
researcher indicating 100 percent of the questionnaire were returned. This study
implies that the response rate in this study is 100 percent.
Table 4.2 : Distribution of respondents by Gender
S/N Gender Frequency Percentage
1 Male 55 55
2 Female 45 45
Total 100 100
Table 4.2 revealed that there are more female participants than male in the study,
as the female that took part in the survey were 55 which represented 55% of the
entire participants. While for the male 45 participated representing 45% of the 100
persons selected for the study.
Table 4.3 : Distribution of respondents by status
S/N Gender Frequently Percentage
1 Orphaned children 80 80
2 Staff 20 20
Total 100 100

In the category of people participating in the study, table 4.3 shows that Orphaned
children took part more in this study; hence the study is set to address issues
stated as the impact of orphanage homes on child personality development. Out of
100 that took part in the survey 80 of them were Orphaned children and this
represented 80% of the100. While only 20 staff took part in the study also
representing 20%of the entire participants.
4.2 Answers to Research Questions
As the 'Impact of Orphanage Homes on Child Personality Development' questionnaire
was the major instrument used by the researchers in getting information regarding
the research study, also this instrument is used to provide answers to the research
questions of the study. The following tables are used in answering the research
questions in this study:
SECTION B
4.2.1 Research Question 1
What are the personality traits exhibited among children in orphanage home in
Kaduna state?.
Table 4.4 Distribution of response on personality traits
S/N ITEMS A S R N M Remark
1 Participating in group or social activities 36 20 12 12 3.00
Agreed
2 Have someone to talk to when feeling sad or upset 20 36 12 12
3.00 Agreed
3 Taking responsibility for action 8 48 20 4 3.40 Agreed
4 Worrying excessively 52 12 16 0 3.50 Agreed
5 Enjoying learning new things 40 24 12 4 3.25 Agreed

Table 4.4 presents a comprehensive overview of the survey findings within the
orphanage home, revealing predominant consensus among respondents regarding the
positive impacts of various factors. Specifically, participating in group or social
activities, having someone to talk to when feeling sad or upset, taking
responsibility for action, worrying excessively, enjoying learning new things
measures garnered substantial agreement, as evidenced by mean responsescores.
Notably, enjoying participating in group or social activities attained a mean score
of 3.00, indicating a favorable perception, while having some to talk to when
feeling sad or upset received a notably mean score of 3.00, and then taking
responsibility for action has a mean score of 3.40 which is a little bit higher
than the previous. Additionally, respondents express strong agreement on always
worrying excessively and enjoying new things with a mean score of 3.50 and 3.25
respectively.

SECTION C
4.2.2 Research Question 2
What are the factors that can contribute to healthy personalitydevelopment among
children in opharnage home in Kadunastate?. The response to this question appears
in table 4.5 below
Table 4.5: Distribution of response on the factors that can contribute to healthy
personality development in orphanage homes
S/N ITEMS A S R N M Remark
1 Interacting with people outside the orphanage 12 40 24 4 3.25
Agreed
2 Caregivers provide emotional support 0 48 24 8 3.50 Agreed
3 Provision of Stress and anger management techniques 4 20 36 20
3.10 Agreed
4 Provision of Nutritional foods 12 24 32 12 2.95 Agreed
5 Setting of boundaries by caregivers 40 20 8 12 3.15 Agreed

From Table 4.5; a considerable number of survey respondents either agree or

disagree that orphanage home encounter various factors on healthy personality
development. These factors include caregivers setting clear boundaries and
discipline, Provision of Nutritional foods, Provision of Stress and anger
management techniques, Provision of emotional support by caregivers, interacting
with people outside the orphanage. The mean response scores for these factors range
from 2.95 to 3.50, indicating a notably level of agreement among the respondents.
SECTION D
4.2.3 Research Question 3
What support system and interventions can be implemented topromote healthy
personality development among orphanedchildren in Kaduna state?. The table of
response to this question appears on table 4.6 below.
Table 4.6: Distribution of response on the support system that can implemented to
promote healthy personality development in orphanage homes
S/N ITEMS A S R N M Remark
1 Availability of educational resources 2 10 8 0 3.40 Agreed
2 Children receiving counselling 0 10 8 2 3.40 Agreed
3 Medical check-ups are conducted on the Children 2 10 6 2 3.20
Agreed
4 Children receiving life skills training 0 8 10 2 3.40 Agreed
5 Provision of hygiene facilities 0 8 6 6 3.10 Agreed

The majority of survey respondents Agreed that educational resources are more
available which is among the highest mean score, similarly respondents express
disagreement on the availability of hygiene facilities which is having the lowest
mean score. The overall findings suggests more Provision of all the support systems
especially the provision of hygiene facilities and conducting of medical check-ups
on children.

4.3 DISCUSSION OF MAJOR FINDINGS

In this section of the chapter, the researchers discuss the findings of their study
based on the outcome of each research question. The findings are correlated to
other research studies previously discussed in the review segment of the chapter
two. The discussion of the findings can be summarized as follows:
Research Question 1: Personality Traits Exhibited by Children
The findings illustrate common personality traits among orphanage children. Key
traits include participation in group activities, seeking emotional support, taking
responsibility, and a tendency to worry excessively. Positive responses to group
participation and emotional support imply that children are inclined to form social
bonds and value supportive relationships, crucial for healthy personality
development. However, the tendency for excessive worry indicates a need for more
emotional resilience training, as it may suggest underlying anxieties possibly
linked to their life situations. The mean response scores (M) for worrying
excessively was 3.50 in the supplementary table, indicating the importance of this
factor in orphanage homes.

Research Question 2: Factors Supporting Healthy Personality Development

Respondents highlighted several factors essential for fostering healthy personality
development: interaction with the outside world, emotional support from caregivers,
and stress management techniques. Emotional support was rated particularly high,
affirming the role of caregivers in providing a stable and nurturing environment.
Meanwhile, interactions with people outside the orphanage scored favorably,
suggesting that external social exposure is essential for broadening the children’s
social skills and emotional resilience. The mean response score(M) for the highest
factor was 3.50,indicating the lack of provision of caregivers emotional support.

Research Question 3: Support Systems and Interventions

The study underscores the need for structured interventions to support personality
development. Education resources and life skills training were rated highly,
indicating that respondents see value in empowering children with practical
knowledge and coping strategies. However, responses also pointed to gaps in hygiene
facilities and regular medical check-ups, areas which, if improved, could directly
impact the children’s well-being and sense of self-worth.

4.4 Summary of Major Findings

The study achieved a 100% response rate from 100 distributedquestionnaires,
indicating effective engagement from respondentsacross four orphanages. Of these,
55% were female, and the majority(80%) were orphaned children, reflecting a broad
representation andfocus on children directly affected by orphanage living
[Link], the findings suggest that while orphanage environments do
provide some structure and social engagement, there are significant areas for
improvement in providing emotional support, external social interactions, and life
skills. Addressing these areas may reduce emotional distress, boost self-
confidence, and foster a well-rounded personality development for orphaned children
in Kaduna.
The study found that children in orphanages tend to worry excessively,which may
stem from insecurities and past traumas. This indicates aneed for mental health
support, such as counseling services and stressmanagement programs. Helping
children develop coping mechanismsfor their worries and anxieties is crucial, as
these emotionalvulnerabilities can hinder social relationships and limit
theirconfidence. Integrating regular counseling sessions and stress-
reliefactivities, such as art or recreational therapy, could help childrenprocess
their emotions in a safe and structured environment. Thiswould be instrumental in
developing resilience, self-regulation, and apositive outlook on life.
The study indicates that caregivers play a pivotal role in children’spersonality
development within orphanages. Emotional support fromcaregivers was rated highly by
participants, underlining theimportance of having nurturing and empathetic adults
who provideconsistent, positive interaction. Children in orphanages often
faceunique psychological and emotional challenges due to past traumasand the
absence of familial connections. By offering stable support,caregivers can help
mitigate feelings of loneliness or anxiety. Thissuggests that further training for
caregivers in emotional support andcommunication skills would be beneficial,
enabling them tounderstand and address the complex emotional needs of
orphanedchildren.
Health-related aspects, like regular medical check-ups and access tohygiene
facilities, were marked as areas needing improvement. Goodhealth and hygiene are
foundational to a child’s overall well-being andself-esteem, directly influencing
their self-image and socialinteractions. Limited access to hygiene resources can
negativelyimpact their sense of self-worth and may lead to preventable
healthissues. Regular medical check-ups are essential for early detection ofhealth
problems, especially since many orphaned children may nothave received consistent
healthcare. Improving these resources wouldcreate a safer and more supportive
environment, fostering bothphysical and psychological well-being.
In conclusion, the study suggests targeted interventions, particularly in caregiver
training, support systems, and social exposure programs, as essential for fostering
a supportive and growth-oriented environment in orphanage settings.