Let me complete Vladimir Sotirov's answer by giving a proof of (i). Note that my proof is via the ZFC' axioms, rather than categorially, since that seems like what you're looking for.
The definition.
For $a, b\in\mathbb{N}$, say that $a< b$ iff there is some set $X$, some element $x\in X$, and some map $f: X\rightarrow X$ such that - if $\varphi$ is the corresponding map guaranteed by the NNO property of $\mathbb{N}$ - we have $\varphi(a)\not=\varphi(S(a))$ but $\varphi(b)=\varphi(S(b))$.
Informally, if $a<b$ are natural numbers, this inequality is witnessed by the map $f: \mathbb{N}\rightarrow \mathbb{N}$ which sends every natural $<b$ to its successor, but maps $b$ (and all greater naturals) to $b$.
The proof.
Now, we need to prove that this is in fact a well-ordering. This takes a little bit of work. We need to show
- (i) $<$ is a linear order,
and
- (ii) $<$ is a well-order, that is, every nonempty subset of $\mathbb{N}$ has a $<$-least element.
To prove (i), let $A$ be the set of naturals $n$ such that $<$ is linearly ordered below $n$. More precisely, $$A=\{n\in\mathbb{N}: \forall k, m\le n(k\le m\mbox{ or }m\le k)\},$$ where "$\le$" is an abbreviation for "$<$ or equal to" as usual. Now, we can prove easily that $0\in A$, and that $n\in A$ implies $S(n)\in A$.
Now consider the map $f: A\rightarrow A: a\mapsto 0$. If $A\not=\mathbb{N}$, this can be extended to many different $\varphi$s satisfying $\varphi\circ S=f\circ\varphi$: for $b\in A$, let $\varphi_b$ send every element of $A$ to $0$, and every element of $\mathbb{N}\setminus A$ to $b$. So we have $\mathbb{N}=A$.
To prove (ii), we use basically the same trick: let $B$ be the set of naturals $n$ such that $<$ is well-ordered below $n$. More precisely, $$B=\{n\in\mathbb{N}: \forall S\subseteq \mathbb{N}_{\le n}(S\not=\emptyset\rightarrow S\mbox{ has a $<$-least element})\},$$ where "$\mathbb{N}_{\le n}$" is an abbreviation for the set of naturals $m$ satisfying $m\le n$. Now again, it's easy to prove that $0\in B$ and that $B$ is closed under successor, so the same trick as above will work. (In fact, we could have done both cases at once! But I think breaking into two pieces is often pedagogically clearer.)