Debbie Tomsho, Director
I started working at PTCC in 1998 in the infant classroom, and I joined administration in 2004. During my experience as an infant teacher we discovered and began to incorporate the Reggio Emilia approach to teaching and learning. I have considered it an absolute privilege to be part of a community that considers teachers as learners alongside each highly capable and curious child.
As a parent and an educator, I am keenly aware of the importance and the impact that high quality child care has on families lives. When we interact, choose materials, set up environments, as well as offer experiences and dialogue for young children, every detail matters. Both of my children left PTCC having a strong sense-of-self and important skills to recognize injustice in the world. The community resource that this early childhood center has been for my family has been invaluable. I wish that for every family and educator who spends time at PTCC.
Lauren Stauble, Asst. Director
Lauren Stauble’s studio art degree and experience with children initially brought her to the field of Early Childhood Education in 2004. She started her career with an immersion in Social Constructivism and among reflections of the schools of Reggio Emilia, working with infants at the Smith College Center for Early Childhood Education. She immediately fell in love with this approach to working with children. Simultaneously the concept of collaboration was emerging, culturally, in Massachusetts and was very intriguing, particularly because it was a core value of the Reggio teachers among themselves, parents, and their city. After two years in this context, Lauren went on to study Curriculum and Instruction (spec: ECE) at Portland State University in Oregon, and worked with preschoolers at the Helen Gordon Child Development Center. Collaboration among parents, teachers, and children was at the heart of Lauren’s Action Research project. During her studies she had the privilege of visiting the Schools of Reggio Emilia on a study tour. After earning her Master’s degree, she returned to Massachusetts and continued teaching preschoolers at Smith CECE, where collaboration remained a meaningful aspect of her teaching style. Lauren ran a home childcare program before returning to the lab school world, temporarily at the Umass Center for Early Education and Care, and then teaching preschool in Waltham at Lemberg Children’s Center, lab school for Brandeis University. Lauren is currently Assistant Director at Peabody Terrace Children’s Center (Reggio inspired and Anti-bias), which is one of the six campus childcare programs at Harvard University in Cambridge, MA.
In a culmination of 13 years of anti-bias work, cultivating inclusive classrooms, and in-depth study and personal practice of yoga/meditation, Lauren developed a method for emotion processing in social constructivist, early childhood context called, Collaborative Emotion Processing (CEP), with Alyssa Blask Campbell. Lauren is passionate about deepening her understanding and expertise of collaboration as an essential Early Childhood Education tool.
Publication: Lantz-Helm, L., & Parnell, W. (2010). Learning in a Reggio-Inspired Reuse Center. Networks: An Online Journal For Teacher Research, 12(2), 1-15
Ivonne Ortega, Program Coordinator
Ivonne Ortega is a recent graduate of the Harvard Graduate School of Education, where she studied Instructional Leadership and Anti-Racist Approaches to Early Education. Before moving to Cambridge, she worked as a preschool teacher at a Reggio Inspired school in Pittsburgh, PA where she enjoyed learning from children ways to re-imagine and challenge the norms and structures of her world. She holds a B.A. in Gender Studies and Environmental Studies from Amherst College. In her free time she loves to garden, travel, dance, make pottery, and explore the city.