Cynthia A. Wiltshire is an Assistant Professor of Early Childhood Education in the Department of Teacher Education at the University of Texas at El Paso. Dr. Wiltshire’s work examines the relationships that exist between teachers and children in early childhood education classrooms. Specifically, her work investigates associations between teacher stress, teacher warmth, and children's outcomes in socioemotional and cognitive development.

• American Educational Research Association Early Education and Childhood Development Special Interest Group: Travel Award - American Educational Research Association (02/03/2022)
• American Educational Research Association Brain, Neurosciences, and Education Special Interest Group: Service Award - American Educational Research Association (04/01/2021)

• EDD in Early Childhood Education, Teachers College Columbia University (2021)
• MS in Neuroscience and Education, Teachers College Columbia University (2017)
• MA in Childhood Education, New York University; Steinhardt School of Culture, Education, & Human Development (2006)
• BA in Biology, The University of Virginia (1997)

• Review of Child Care Justice: Transforming the System of Care for Young Children The Teachers College Record (2023), Cynthia A. Wiltshire.
• How and why do 6-month-old infants interact with screens? Child and Family Blog (2023), Cynthia A. Wiltshire.
• PreKindergarten Teacher Well-being in Rural West Texas National Network of Education Research-Practice Partnerships Extra 5(1) (2023), Cynthia A. Wiltshire, Holly K. Fields, Sanga Kim.
• Early Childhood Education Teacher Workforce: Stress in relation to identity and choices Early Childhood Education Journal (2023), Cynthia A. Wiltshire.
• Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping. Early Childhood Education Journal (2022), Cynthia A. Wiltshire.
• Associations among average parental educational attainment, maternal stress, and infant screen exposure at 6 months of age. Infant Behavior and Development 65 101644 (2021), Cynthia A. Wiltshire, Sonya V. Troller-Renfree, Melissa A. Giebler, Kimberly G. Noble.
• Infants of Mothers with Higher Physiological Stress Show Alterations in Brain Function. Developmental Science 23 6 (2020), Sonya V. Troller-Renfree, Natalie H. Brito, Pooja M. Desai, Ana G. Leon-Santos, Cynthia A. Wiltshire, Summer N. Motten, Jerrold S. Meyer, Joseph R. Isler, William P. Fifer, Kimberly G. Noble.
• Socioeconomic inequality and the developing brain: Spotlight on language and exectutive function. Child Development Perspectives 13 1 (2019), Emily C. Merz, Cynthia A. Wiltshire, Kimberly G. Noble.

• Early Childhood Education Teacher Workforce: Journeys of stress, Identity, and choice (2023), Volume Chicago, IL, Cynthia A. Wiltshire.
• Early Childhood Education Teacher Stress: Truths seen and unseen (2023), Volume Chicago, IL, Cynthia A. Wiltshire, Amanda Reeves Fellner, Ayesha Rabadi-Raol, Maria Mavrides Calderon, Michelle Salazar Perez.
• 2022 International Society of Psychoneuroendocrinology Annual Meeting: Head Start Teacher Well-being: “Holy Spirit, Activate!” (2022), Volume Chicago, IL, Cynthia A. Wiltshire.
• 2022 Texas Association for the Education of Young Children: Breaking Down Silos: Early childhood educators exploring neuroscience (2022), Volume San Antonio, TX, Cynthia A. Wiltshire.
• 2022 American Educational Research Association Annual Meeting: Associations between Head Start Teacher Stress, Teacher Warmth, and Children’s Ability to Regulate Emotion (2022), Volume San Diego, CA, Cynthia A. Wiltshire.
• 2022 National Head Start Association Annual Meeting: Head Start Teacher Stress: "I wear a mask." (2022), Volume Baltimore, MD, Cynthia A. Wiltshire.
• 2021 Society for Research in Child Development Virtual Biennial Meeting: Associations among socioeconomic status, maternal stress, and infant screen exposure at 6 months of age (2021), Cynthia A. Wiltshire, Melissa A. Giebler, Sonya V. Troller-Renfree, Kimberly G. Noble.

• National Research Center for Hispanic Children & Families: Professional Development Grant for Early Career Faculty at Hispanic-Serving Institutions
• The University of Texas at El Paso University Research Institute: Characterizing Perceived and Physiological Early Childhood Education Teacher Stress