Associations among Financial Well-Being, Daily Relationship Tension, and Daily Affect in Two Adult Cohorts Separated by the Great Recession.

Financial well-being may be an important context for daily emotional reactivity to relationship tension (e.g., arguments) whose salience varies across historical time or as a function of exposure to economic downturns. This study investigated how emotional reactivity, operationalized as daily fluctuations in negative and positive affect associated with the occurrence of daily relationship tension, varied by financial well-being among those who were and were not exposed to the Great Recession of 2008. Two matched, independent subsamples of partnered individuals from the National Study of Daily Experiences completed identical 8-day diary protocols, one before the Great Recession (n = 587) and one after (n = 351). Individuals reported higher negative affect and lower positive affect on days when relationship tension occurred. Further, results indicated that negative affect reactivity, but not positive affect reactivity, was moderated by both financial well-being and cohort status. For the pre-recession cohort, negative affect reactivity was stronger among those with lower financial well-being. However, among the post-recession cohort, financial well-being did not moderate negative affect reactivity to relationship tension. Findings highlight the utility of considering major societal events, such as economic downturns, to understand variability in emotional reactivity to day-to-day relationship tension in the context of financial well-being, as the salience of financial well-being in the ways relationship tension and negative affect are related on a daily basis appears to vary by historical context.

La enseñanza y el aprendizaje del tiempo histórico en la educación primaria / Teaching and learning of historical time in elementary schools

El tiempo es un concepto muy complejo y sólo se entiende a partir de un análisis amplio y transdisciplinario. Cuando se enseña la historia a los niños se debe considerar esa complejidad remitiéndonos, por lo tanto, a nuevas representaciones del tiempo histórico. En este texto se destaca el papel de la didáctica de la historia para proponer un modelo conceptual de tiempo a través de la síntesis de diversas investigaciones sobre el tema. Por último se desea que la historia tenga significado para los niños como una herramienta para comprender mejor el presente de un pasado y aprender a intervenir en el futuro de un presente.

Contribuições da literatura infantil para a aprendizagem de noções do tempo histórico: leituras e indagações / Contribctions of children's literature to learn notions of historical time: reading and questioning

O artigo aborda o desenvolvimento das noções do tempo histórico a partir das contribuições da literatura infantil. Como a linguagem literária ficcional, constitutiva do processo de formação da criança, contribui para a aprendizagem da temporalidade histórica nos primeiros anos de escolaridade? As autoras analisam a temática, tendo como referência a leitura de obras literárias, de ampla divulgação no universo da educação escolar brasileira.

A cultura midiática infantil e a construção da noção de tempo histórico / Children's media culture and the construction of the notion of historical time

O presente artigo pretende analisar como desenhos animados infantis e revistas infanto-juvenis abordam a noção do tempo quando tratam de temas históricos. A partir destas análises, tem-se a intenção de pensar como estes produtos midiáticos podem ser discutidos nas aulas de História das séries iniciais do ensino fundamental, favorecendo a reflexão e a formação da noção de tempo histórico.

This paper examines how cartoons and magazines for children approach the notion of time when they deal with historical themes. These analyses are intended to think how these media products can be discussed in history classes of the first grades of elementary school to encourage reflection and the formation of the concept of historical time.