2015 Facilitating Play Faculty
Lorayne Carbon, BA, SUNY Buffalo. MSEd., Bank Street College of Education. Director, SLC Early Childhood Center, 2003-present. Former early childhood teacher, director, Oak Lane Child Care Center, Chappaqua, N.Y., and education coordinator of the Virginia Marx Children's Center of Westchester Community College. Former adjunct professor, Westchester Community College. As an advocate for play and its place both in and outside of the classroom, Lorayne has been a workshop leader at seminars and conferences on early childhood education including NAEYC and CCNY In Defense of Childhood, and engages in outreach at local area schools and community organization's through the Child Development Institute's Speaker's Bureau. Special areas of interest include social justice issues in the early childhood classroom and creating aesthetic learning environments for young children.
Jan Drucker, BA, Radcliffe College. PhD, New York University. Director, Child Development Institute's Empowering Teacher's Program, clinical and developmental psychologist with teaching and research interests in the areas of developmental and educational theory, child development, parent guidance, clinical assessment and therapy with children and adolescents, and the development of imaginative play and other symbolic processes in early childhood and their impact on later development. Professional writings have centered on various forms of early symbolization in development and in clinical work with children. SLC, 1972 - present.
Lorraine Ehlers-Flint, PhD, is a clinical and developmental psychologist with extensive experience working with children and their families in private settings, as well as schools, hospitals, and community agencies. She lectures on topics related to children on the autistic spectrum and the use of the Floortime/DIR approach. Dr Ehlers-Flint is also a trainer and supervisor of professionals in psychology and related fields in the US and in Latin America. She is a faculty member of the DIR Institute and the Interdisciplinary Council on Developmental and Learning Disorders (ICDL). Originally from Buenos Aires, Argentina, Dr. Ehlers-Flint is in private practice in New York.
Kim Ferguson BA, Knox College. MA, PhD, Cornell University. Psychology (2007-present) & the Art of Teaching (2010-present) faculty. She is a developmental and cultural psychologist with special interests in sustainable, community based participatory action research, cultural-ecological approaches to infant and child development, children at risk (children in poverty, HIV/AIDS orphans, children in institutionalized care), health and cognitive development, development in African contexts, and the impact of the physical environment on child development. Author of articles and book chapters on African and American infants' language learning, categorization and face processing, the built environment and physical and mental health, and relationships between the quality of southern African orphan care contexts and child development and health.
Jessica Loughlin is a Social Work Clinical Supervisor at New York Center for Child Development in Manhattan. She works directly with children and their families through EI and CPSE using the Floortime/DIR model. She has worked with children ranging from those on the Autistic spectrum to children who have experienced trauma. For two years, Jessica also worked as a Mental Health Consultant in Harlem at a Head Start program working closely with the teachers to increase understanding of socio-emotional development. She has a MA in Child Development from Sarah Lawrence College and an MSW from NYU.
Sarah Phillips Mathews, a graduate of Vassar College, also holds a Master’s degree in the Art of Teaching from Sarah Lawrence College. She is currently the Lead Teacher in the Fours Class and runs the Afternoon Twos Class and Parent Discussion Group at the Sarah Lawrence College Early Childhood Center where she has also taught Threes during the past twenty years. Her previous experience includes research at Children’s Hospital in Boston on early brain development, as well as teaching at the Harvard Law School Childcare Center and the Bank Street School for Children. Her main areas of interest are separation; conflict resolution and community building in the classroom; and block play, on which she leads a yearly graduate seminar.
Emily Pinkowitz is the Director of Programs & Education at Friends of the High Line, where she spearheaded the development of youth programs and aided in the launch of community engagement initiatives since the park’s opening in 2009. In this position, she worked to develop both programmatic and structural opportunities for play on the park. She worked with Abby Ehrlich and Cas Holman in the creation of the Children’s Workyard Kit, a mobile crate of kid-friendly building materials that enable young visitors to build larger-than-life construction on the park, and consulted with the High Line Design team in the design of the Beams, the High Line’s first dedicated play feature. She also developed a roster of drop in family programs that have served more than 10,000 children and caregivers since 2009. Previously, she worked as an educator and researcher at the Lower East Side Tenement Museum, the Oakland Museum of California, and the Exploratorium. She holds an MA in Museum Studies from NYU, where she was a Museum Studies Fellow and an American Alliance of Museums Diversity Fellow, and she currently sits on the Board of the New York Museum Educators Roundtable.
Cindy Puccio is in private practice in NYC and Westchester, seeing typically developing children for play therapy and doing Floortime/DIR with children with special needs, mainly children on the Autistic spectrum. Right out of graduate school, she worked for four years at The Learning Center in Riverdale doing psycho-remediation with children with a range of language needs and disorders. She then moved to Los Angeles and worked part-time at a mental health agency and part-time in a public elementary school doing individual, family and group therapy. When she returned to New York, she resumed her private practice. She has an MA in Child Development from Sarah Lawrence College and an MSW from NYU. She is currently pursuing her PhD in Infant and Early Childhood Mental Health and Developmental Disorders.
Marie Reynolds is a clinical Social Worker and Paediatric Psychotherapist at Caribbean Tots to Teens, a multidisciplinary allied health centre for child and adolescent health and wellness in Jamaica, where she uses play, sandtray and other expressive therapies to address children’s emotional, behavioral, developmental and family concerns. She also uses filial play therapy to strengthen attachment and parent-child interaction. In her dedication to increasing children’s access to play and play therapy, Marie co-developed and delivered a graduate course in play therapy at the Mico University College, and has conducted a range of seminars and workshops for professionals and parents. She received her MSW from New York University, and also holds an MA in Interdisciplinary Studies (Counselling Psychology emphasis) from the Caribbean Graduate School of Theology.
Barbara Schecter is Director of the Graduate Program in Child Development at Sarah Lawrence College. She is a developmental psychologist with a special interest in cultural psychology, developmental theories, and language development. She is the author of "Development as an Aim of Education: A Reconsideration of Dewey's Vision" (Curriculum Inquiry, March 2011), as well as author and researcher on cultural issues in development and metaphoric thinking in children. She received her BA from Sarah Lawrence College and her MA and PhD from Teachers College Columbia University.