Attitude is a predisposition to respond cognitively, emotionally, or behaviorally to a particular object, person, or situation in a particular way. There is a need to complement and enrich the Nigerian child with education that can strengthen his attitude and other attitudinal issues that may impact his health. Health literacy as a discrete form of literacy is very important for the social, economic and health development of an individual and therefore should be pursued vigorously. As a contribution to health literacy issues, this article reviews concepts and definitions of attitude, health literacy education, and raises conceptual measures and strategic challenges needed to develop a set of indicators to quantify health literacy using experience gained in national literacy surveys around the world. world. Discusses health literacy education as empowerment and key to public health issues for the Nigerian child. The document also raises conclusions and recommendations highlighting the benefits of literacy for every Nigerian child in accessing their health related issues in schools, government and in every sense in which individuals in society should do what they need. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay, keywords: attitudinal issues, health literacy, education, Nigerian child. Contemporary attitudinal issues surrounding health literacy, education of the Nigerian child draw attention to some of the major problems facing mankind that the Nigerian child may encounter in his or her health and social life. These may include: physical, mental and emotional illnesses; drug addiction; alcoholism and sexual harassment/rape. In general, attitudes evaluate objects and ideas encountered throughout life, and the functional values ​​of attitudes and the processes that modify them have been the focus of attention throughout the history of social psychology (Ziegler, 2016). ability to read, write and speak English and to calculate or solve problems at the proficiency levels necessary to function at work and in society, to achieve one's goals and to develop one's knowledge and potential (Parker, Baker, Williams and Nurses, 1995). Literacy can sometimes describe one's ease or knowledge about a particular topic (e.g., "driving literacy"). In this context, “health literacy” is a group of skills that constitute the ability to perform basic reading and numerical tasks to function in the healthcare context and act on health information. According to the American Medical Association (1999), poor health literacy can instead impair functioning in the healthcare environment, influence patient-doctor communication dynamics, and invariably lead to substandard medical care. Subsequently, (Schillinger, Piette, Grumbach, 2003) stated that low health literacy is associated with poor understanding of written or spoken medical advice, adverse health outcomes, and adverse effects on population health. The connection between literacy and health education or well-being will become increasingly important not only in the face of extreme contemporary issues such as those described above, but also because societies will increasingly depend on healthy populations for the healthcare costs borne by their populations (Ziegler,2016). Following this line of thinking, it is necessary to develop a set of measurements that indicate the full range of social benefits that can accrue from a health-literate population. This could provide new and productive dimensions to the debate on the effectiveness and scientific evidence of health promotion and health education. Health education or enlightenment sees health as a resource for everyday life and describes the creation of health as a process aimed at increasing people's control over their health and its determinants, and this is the focus of this article. Education in the broadest sense of the term is any act or experience that has a formative effect on the mind, character, or physical ability of an individual. In its technical sense, education is the process through which society deliberately transmits accumulated knowledge, skills and value from one generation to another (UNESCO, 2000). The purpose of addressing attitudinal issues surrounding the health literacy education of the Nigerian child is to equip them for a meaningful and productive life. This is to allow the child to keep in mind that he must not be an obstacle or a problem for society, but become an agent of change and development. While public policies must establish certain prerequisites for health, the Nigerian child must also actively participate in positive health issues as part of his or her contribution to civil society, hence the importance of developing health literacy. Attitudinal Issues of Health Literacy Education Around the World Attitude is a predisposition to respond cognitively, emotionally, or behaviorally to a particular object, person, or situation in a particular way. Attitudes are important because they can guide thinking, behavior and feelings. Attitudinal issues affecting the health education and health literacy of Nigerian children include those encountered in the individual life of the child. To prevent the list from becoming endless, let us limit ourselves only to the acute/major problems facing the human race and the Nigerian child in particular. Those briefly listed may include: physical, mental, emotional illnesses, disturbed family relationships; drug addiction; sexual harassment/rape; alcoholism and other health-related problems. Researchers and health professionals in both developed and developing countries have long been concerned about the link between health and education (Eiser, 1994; Health Canada, 1999; World Bank, 2000). Education and literacy are considered key determinants of health, along with income and income distribution, employment, working conditions and the social environment, although the interrelationships and weight of these various determinants require further research . Reports abound from developing countries highlighting the positive impact of education and literacy on population, health and, in particular, women's health and children's health (Christomalis, 2009; Bledsoe, Casterline, Jonson-Kuhn, and Haaga. 1999; Sen, 2001; and Nussbaum, 2014). Save the Children's recent report on the state of mothers around the world (Save the Children, 2000) identified the adult female literacy rate (the percentage of women over the age of 15 who can read and write) as one of the 10 key indicators for assessing "women's well-being". An estimated two-thirds of the world's 960 million illiterate adults are women. All countries ranked in the top 10 for “women's well-being” have a female literacy rate of 90% or higher. Latin America has a rate offemale literacy of 80%, the highest among developing countries. In contrast, Africa has the lowest rate with wide disparities. For example, South Africa, Zimbabwe and Nigeria have a literacy rate of close to 80%, while in some of the poorest countries, such as Niger and Burkina Faso, only 10% of women can read and write. It indicated that a mother's level of education is closely related to the child's risk of death before 2 years of age, and that developing countries that have achieved a female literacy rate of between 70 and 83 percent they also achieved an infant mortality rate of 50 (per 100,000 inhabitants). ) or lower (Save the Children, 2000). Much research on health and education has focused on population, health education, and literacy effects. Recently, however, the reanalysis of epidemics such as HIV/AIDS has brought new issues and relationships to the fore (Crawley, 2000; UNICEF, 2000). Although Zimbabwe, South Africa and Nigeria have some of the highest illiteracy rates in Africa, they are among these countries most seriously affected by HIV/AIDS, physical, mental, emotional illnesses, disturbed family relationships; drug addiction; sexual harassment/rape and alcoholism. It is estimated that up to 25% of the population in Nigeria is infected, the majority of whom are women and children (UNAIDS/WHO, 1999). UNICEF's recent Progress of Nations Report 2000 highlights that there is a disproportionately high incidence of HIV/AIDS among teachers in sub-Saharan Africa (UNICEF, 2000). It demonstrates that literacy and health literacy are moving targets and must be seen in context. For example, the high mortality rate among teachers can be partly explained by the fact that many teachers are women and in most of these cultures women do not have much power in relation to their family roles and the sexual needs of their husbands . It dramatically demonstrates the impact of low health literacy on other policy areas, in this case education. The hard-earned results in education, health and general literacy in African countries and Nigeria in particular are seriously endangered, with growing effects on the social and economic development of children. These effects pave the way for a common agenda between health and education, focusing on the interrelationship and interdependence between investments in both literacy and health literacy, in schools and in society at large (Harrison, 2009). While education and literacy are important determinants of health, health literacy as a discrete form of literacy is becoming increasingly important to the social and economic development of the Nigerian child. The challenges we face are: developing reliable measures of the health literacy of societies and population groups; scientifically quantify its impact on health and quality of life; and propose public health interventions that significantly increase health literacy in its various dimensions. The next step is to revisit some definitions and measures of general literacy and discuss the extent to which they can be applied to specific health literacy challenges. A common understanding of health literacy is that literacy is the ability to read and write, while a broader approach may also include numeracy and other skills associated with basic education and health. International conventions often focus on eradicating illiteracy through ignorance and, in the process, implicitly promote.