Amy Encinger, PhD

Education and Child Development
Munroe-Meyer Institute
985450 Nebraska Medical Center
Omaha, NE 68198-5450

402-559-7368
Email

Professional Summary

Amy Encinger, PhD is an Assistant Professor in the Department of Education and Child Development and a doctoral candidate at the University of Nebraska-Lincoln. She received her master’s degree in Child Development/Early Childhood Education from the University of Nebraska-Lincoln. Her dissertation is centered around familial influences on preschool children’s inhibitory control and social-emotional skills.

Education

• PhD, University of Nebraska – Lincoln, Lincoln, NE, 2020
• MS, University of Nebraska – Lincoln, Lincoln, NE, 2015
• BS, University of Nebraska – Kearney, Kearney, NE, 2013

Courses Taught

University of Nebraska-Lincoln

• Human Development
• Math, Science and Nature Integrated Methods for Early Childhood Education (Birth through Kindergarten)
• Infancy
• Methods of Working with Infants in Programs and Communities

Research Interests and Projects

• Influence of SES and related factors on children’s development
• Social/Emotional Development
• Executive Function and self-regulation skills
• Parent and child relationships

Selected Publications (within the last 5 years)

• Encinger, A., Kutaka, T., Chernyavskiy, P., Acar, I., & Raikes, H. (accepted). Contribution of parental stress and food insecurity on low-income preschool children’s self-regulation. Early Education and Development. doi: 10.1080/10409289.2020.1749492
• Ren, L., Garcia, A., Esteraich, J., Encinger, A., Raikes, H., & Acar, I. (2019). Parent-child relationships and preschoolers’ social-emotional functioning among low-income families: The moderating role of parental nativity, Infants and Young Children, 34, doi: 1097/IYC.0000000000000138
• Acar, I.H., Veziroglu-Celik, M., Garcia, A.S., Colgrove, A., Raikes, H., Gönen, M., Encinger, A.J. (2018). The qualities of teacher-child relationships and self-regulation of children at risk in the United States and Turkey: The moderating role of gender. Early Childhood Education Journal. doi: 1007/s10643-018-0893-y
• Ahmetoğlu, E., Ildiz, G. I., Acar, I. H, Encinger, A. J. (2018). Children’s emotion regulation and attachment to parents: Parental emotion socialization as a moderator, Social Behavior and Personality an International Journal, 46, 969-984. doi: 2224/sbp.6795
• Acar, I. H., Torquati, J. C., Encinger, A., & Colegrove, A. (2017). The role of child temperament on low income preschool children’s relationships with their parents and teachers. Infant and Child Development, e2045. doi: 1002/icd.2045
• Horm, D., File, N., Bryant, D., Burchinal, M., Raikes, H., Forestieri, N., Encinger, A., Cobo-Lewis, A. (2018). Associations between continuity of care in infant-toddler classrooms and child outcomes. Early Childhood Research Quarterly, 42, 105-118. doi: 1016/j.ecresq.2017.08.002
• Swartz, R. A., Speirs, K. E., Encinger, A. J., & McElwain, N. L. (2015). A mixed methods investigation of maternal perspectives on transition experiences in early care and education. Early Education and Development. doi: 10.1080/10409289.2016.1087777

Professional Affiliations

• Society for Research in Child Development
• International Congress of Infant Studies