Th e D i a r y o f L a u r a
Teachers’ professional development and class meetings with families provided the
setting that ensured the diary would become a source of knowledge and an instrument
for planning new opportunities. The diary became a structure essential to a progressive
curriculum development, or to better planning. The discoveries of the child and a group
were a shared joy, an opportunity to understand and plan new spaces and activities. The
environments changed on the basis of those annotations, and the anecdote became a
sign of a child or group learning process. The daily conversations with parents became
richer, because both parents and teachers were more competent. The diary could be
read every day and taken home, and sometimes parents themselves wrote annotations
Is the Form of Documentation Called “Diary” Still of Interest
after Twenty Years?
I believe that the diary is a renewed instrument of possible and new efficacy, with the
specifications, acquisitions, and awareness developed through all these years around the
pedagogical (and epistemological) documentation, and with the difference that the me-
dia can bring to the narrated documentation (for example, videos, photos, recordings).
This is true particularly of the infant room. New technologies (computer, Internet,
digital camera) allow the diary to maintain its quality of private writing, but also to be-
come, almost at the same time, “public,” a discussion forum opportunity for the teach-
ers first, and then the parents (with no precise order, however).
A new opportunity for dialogue is thus created, although it needs to preserve the
rhythms and times that are proper to the diary and set it apart from the daily correspon-
dence of an e-mail. The time in the diary is a slower time: It is the time of reflectiveness,
of pauses, and interior listening. It is the time of memory.
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