IndexIntroductionContext of the StudyGeneral ConclusionsThe case study conducted by Teresita T. Rungduin and Zenaida Q. Reyes entitled "The Filipino Learner: A Socio-emotional Perspective" takes the form of a illustrative case study because it was structured to explain and describe what distinct Filipino characteristics Filipino students between the ages of 4 and 16 have acquired regarding their social and emotional dimensions. It provided important details to support the topic at hand based on observations, interviews and surveys involving parents, teachers and students involved in the study. The essay analyzes the main parts of the study on the characteristics of Filipino students, namely: introduction, context of the study and general conclusions. We say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay IntroductionThe importance of education has been ingrained in Philippine culture and as Filipinos strive to compete academically and professionally with foreign races, the need to achieve relevance and uniformity with their educational system is constantly emphasized . However, despite this move to claim a place in the global arena, Filipino students still carry with them distinct characteristics that they develop as they advance in their academic lives, which only means that Filipino values ​​remain unshakable. With this, a case study conducted by Teresita T. Rungduin and Zenaida Q. Reyes titled The Filipino learner: A Socio-emotional perspective directed the focus of the developmental study towards Filipino students of different levels and elaborated the specific social characteristics and emotional ones that they have developed as a result of their interaction with the environment during their school years. These characteristics are quintessentially Filipino, namely “pagka-magiliw,” “masigasig,” “malikhain,” “maalalahanin,” “magalang,” “matatag,” and more. Social-emotional development addresses two perspectives that both delve into a person's interpersonal and intrapersonal processes. It includes the extent of the person's emotions and expressions, as well as his or her personal way of establishing and managing relationships. Filipino students at different levels display varied but related behavior patterns, starting from the basic understanding of their surroundings to the complex understanding of their own identity and the community to which they belong. With the support of Erik Erikson's psychosocial theory, it can be deduced that as a student advances in his academic career, the scope of his environment expands as well as his ability to discern, and therefore he manifests more refined behavior. The Cultural aspect of development can be extracted from this study as it clearly shows how exposure to societal influence can shape a student, both emotionally and socially. Additionally, students' significant adults, such as teachers and parents, greatly influence the direction and pace of a child's development because they serve as role models; therefore, their behaviors are often imitated by the child. Parenting styles can also have a major impact on a child's emotional and social well-being. Finally, a child's involvement with other people can strengthen his or her socialization skills and establish a stable emotional state. Background of the Study Filipino students have acquired similar social and emotional attributes to students from different parts of the globe. However, due to the evident and practiced Filipino values ​​that come from Philippine culture, they developstill distinct Filipino characteristics that remain more dominant than foreign influences. Developmental theories have influenced research to further study the different factors that influence individual learning. Many studies have investigated the unique attributes and developmental characteristics of Filipino students in order to collect data showing their tasks and developmental abilities that differ due to their different levels of education. Previously, researchers focused heavily on topics related to students' nutrition, intellectual performance, academic achievement, self-concept, self-esteem, and language to understand how these concepts influence their academic performance and overall development of learning. However, these above-mentioned characteristics are all based on intellectual ability and intelligence quotient. In line with this, a case study conducted by Rungduin and Reyes highlighted that the external environment that strongly influenced an individual's behavior and development influences his or her social interaction and the emotions that emerged from it. They argued that Filipino students also follow the developmental patterns postulated by educational theorists, implying a universal similarity. However, there are also distinct Filipino cultures and traditions that tempt one to deviate from the established norm. To demonstrate them, the researchers presented a case study that reported the social and emotional components that emerged from the reality of the Filipino student. The case study subjects were students aged 4 to 16 from laboratory schools located in Manila, Agusan, Cadiz, and Isabela. Students were classified based on their educational level; preschool and primary school students which included students from kindergarten to grade 3, intermediate students which included grades 4 to 6, and high school students from grade 7 to 10. The study specifically stated that six (6) were required students by category. Additionally, the researchers performed interviews with parents and teachers, classroom observations, and student self-reports. Subsequently, observations of students' microbehaviors were translated into developmental characteristics. These have also been translated into Philippine values ​​that possess the same quality as the latter, but differ due to the country's distinct cultural influence. Please note: this is just an example. Get a custom paper from our expert writers now. Customize EssayGeneral ConclusionsIn general, preschool and primary school students possess the developmental characteristic of understanding the concept of good and evil. They are able to control their impulses, as observed in the way they resisted distractions made by their classmates during class sessions. They are also already capable of demonstrating positive and negative emotions, as seen by their constant yawning, talking to classmates, and fiddling with a friend's possessions to show their boredom and disinterest in the topic under discussion. They also show affection towards their classmates by touching their heads affectionately. The teacher mentioned how kinder students show enthusiasm when participating in class activities. The emotional development (as represented in Philippine values) that can be distinguished from these behaviors is the expression of what he feels ("pagpapakita ng nararamdaman"), awareness of what is happening ("kamalayan sa nangyayari"), and behavior affectionate ("magiliw") to their friends and teachers. Similar to younger pupils, first graders also demonstrate affection and sweetness ("magiliw" and "malambing") with their”).