INTEGRATING THEORETICAL APPROACHES AND COLLABORATIVE LEARNING STRATEGIES TO ENHANCE CHILDREN’S RESILIENCE AND FOSTER POSITIVE PARENTING

<doi>10.24250/jpe/si/2025/AR/</doi>

Abstract

This article explores how the integration of key theoretical
frameworks and collaborative learning strategies can
enhance children’s resilience and support the development
of positive parenting practices. Drawing from ecological
systems theory, social learning theory, and sociocultural
theory, the paper offers a conceptual model that bridges
developmental psychology and educational intervention.
Results highlight that collaborative learning environments
through group interaction, guided reflection, and shared
parent-child activities can strengthen emotional regulation,
adaptability, and interpersonal skills in children, while
also empowering caregivers to adopt more effective and
empathetic parenting behaviors. The study underscores the
value of multi-level, theory-driven programs that foster
resilience through structured collaboration. Implications
for educators, psychologists, and policy makers are
discussed.