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Carlina Rinaldi { 15 Memory is life, always evolving, vulnerable, susceptible to latency and reawaken- ing: the annotations collected and organized during the day are by nature partial and thus open, awaiting comments, annotations, and suggestions from others. I believe that the diary can still be a useful and important instrument for the development of new teachers, but also an effective instrument for continuing profes- sional development. Like Laura’s diary, a diary can be an instrument of great value for the present and the future. G Carlina Rinaldi is president of Reggio Children and professor at the University of Modena and Reg- gio Emilia in Italy. From 1970 until his death in 1994, she worked side by side with Loris Malaguzzi in the municipal infant-toddler and preschool system of Reggio Emilia, where she was the first peda- gogical coordinator. She lectures frequently on the Reggio Emilia experience, and has published many articles, chapters, and books in Italian and English, including “Organization as a Value,” in Innova- tions in Early Education: The International Reggio Exchange 8, no. 1 (Fall 2000); “The Image of the Child and the Child’s Environment as a Fundamental Principle,” in Bambini: The Italian Approach to Infant/Toddler Care (Teachers College Press, 2001); “The Teacher as Researcher,” in Innovations in Early Education: The International Reggio Exchange 10, no. 2 (Spring 2003); “The Pedagogy of Listening: The Listening Perspective from Reggio Emilia,” in Innovations in Early Education: The International Reggio Exchange 8, no. 4 (Fall 2001); and “The Relationships between Documenta- tion and Assessment,” in Innovations in Early Education: The International Reggio Exchange 11, no. 1 (Winter 2004). She is an editor and author of Making Learning Visible: Children as Individual and Group Learners (Harvard Project Zero and Reggio Children, 2001), and author of In Dialogue with Reggio Emilia: Listening, Researching and Learning (Routledge, 2006). DOL-Int_2011-jh 2.indd 15 12/13/11 11:52 AM