I have wanted to read The Diary of Laura for a number of years now, even purchasing a copy at conference last year, however I’ve been so caught up in the busyness of life that I tucked it away and promptly forgot about it. Luckily, my year end cleaning turned it up and now I’m trying to work through it in an intentional way, as is my goal for all things this year. The Diary of Laura is, as it sounds, the documentation diary of a infant named Laura during her time in an infant-toddler program in Reggio Emilia, Italy. What I really like about this book is that it has a number of chapters written by different authors sharing their reflections on the diary, and their experiences working with young children. There is also a section with questions to encourage group reading or the use of the book as a professional development tool, so if anyone wants to start a group read of this book, let me know.
One of the first things that struck me is a question posed in the introduction of the book – “Is the form of documentation called “diary” still of interest after twenty years?” I think that as early childhood educators, the practice of documentation is one that we are constantly refining. Programs and individuals have different goals in their use of documentation and especially as technology continues to evolve and change, our methods of documentation also seem to be changing. So, then if we are trying to determine whether the “diary” is still of interest, we need to examine what do we mean by “diary”. Clearly, a diary is a narrative form of documentation, it can include media, such as photos or videos and work samplings. However, I think what sets a diary apart from other documentation is that it requires reflection. A diary is not an exclusively objective presentation of the facts, it allows for wonder, for speculation. You can go back to a previous entry in a diary and continue to add to it, as insights occur. Contextual information is often included. As important as it is for us to be objective observers, the value of our reflections and speculations about why a child might be doing something (especially when the child can’t tell us themselves) are of equal value. I think that in a time where test scores and checklists are becoming our standards for assessment, it’s important to include in our observations opportunities to reflect, to wonder, and even to speculate.
What do you think?
Oh, and one last thing- the diaries in the infant-toddler programs in Reggio and shared between caregivers and families, and both have the opportunity to contribute their thoughts and observations. What a wonderful way to nurture our partnerships with families!
documentation, early childhood education, infants, reggio