Early educational inequalities and cognitive-motor skills M/F

Psychological sciences » Cognitive science

Psychological sciences » Psychology

Organisation/Company CNRS Department Direction des ressources humaines Research Field Neurosciences Psychological sciences » Cognitive science Psychological sciences » Psychology Researcher Profile First Stage Researcher (R1) Application Deadline 2 Sep 2026 - 17:00 (UTC) Country France Type of Contract Other Job Status Full-time Hours Per Week 35 Offer Starting Date 30 Jul 2026 Is the job funded through the EU Research Framework Programme? Not funded by a EU programme Is the Job related to staff position within a Research Infrastructure? No

Offer Description

Educational inequalities represent a major challenge for contemporary societies. Recent studies show that certain teaching practices perpetuate and exacerbate existing inequalities as early as preschool. In addition, the window of brain plasticity is modulated by children's environment, expanding in favorable environments and narrowing in difficult living conditions. To mitigate educational inequalities, it is therefore essential to intervene as early as possible, starting in preschool.So far, existing research on early cognitive development has primarily focused on literacy and numerical cognition in primary education. However, the educational inequalities among preschoolers also manifest in cognitive-motor development, involving anticipation, coordination, and adaptation—skills that have been shown to be strongly linked to sensorimotor development, language development, and academic attainment.The proposed Junior Research Chair (CPJ) aims to combine research on sensorimotor and cognitive development during the preschool years, focusing on the learning of social skills (learning to live together) and foundational knowledge (oral expression, reading, writing, and counting). The goal of the CPJ is to analyze the key elements of early childhood educational inequalities and to develop early interventions based on embodied cognition, aiming to reduce gaps in preschoolers' physical and motor development in order to preserve optimal fundamental cognitive-motor skills that underpin future cognitive development and academic learning.The aim of the research conducted under the CPJ is to contribute to the development and evaluation of innovative teaching practices in close collaboration with educational stakeholders and the institutions providing training and professional development for teachers.

CerCA (and its teams CoCliCO, SoCog, Interactions, and Written Language) and DDL (Development, Neurocognition, and Dysfunction axis) combine developmental cogni-tive sciences and education, providing an ideal framework for the CPJ.CerCA conducts research in education, coordinates national and regional networks, and studies the construction of educational inequalities from early childhood, revealing how certain teaching practices or school norms disadvantage students from underprivileged backgrounds (cultural mismatch, lack of awareness of institutional expectations).DDL, specializing in language and its interaction with the environment, explores typical/atypical devel-opment and sensorimotor interactions. Internationally recognized for its expertise in language acquisi-tion in young children (monolingual/multilingual) and embodied cognition, the unit also works on early detection and remediation of language and motor disorders, with pediatricians, schools, and INSPÉ.

To address educational inequalities, early intervention is essential, starting in preschool, a stage of learning that tightly integrates sensorimotor and language development. Rich sensorimotor development is a prerequisite for foundational academic learning and social skills ("living together") and integrating sensorimotor and cognitive development sheds light on factors contributing to academic attainment that have been largely underexplored to date. Combining developmental neuroscience with educational research opens fresh perspectives for early pedagogical interventions. The goal of the Junior Research Chair (CPJ) is to analyze the key elements of early childhood educational inequalities and to develop early interventions aimed at reducing gaps in students' physical and sensorimotor development. Early educational interventions supporting sensorimotor development of preschoolers are a key element preserve optimal capacities for future cognitive and academic learning, and this research program reinforces the connection between fundamental research and implemented educational practices.

Teaching will be discussed according to the site which the successful candidate is assigned to. He/She will be involved in teaching on existing courses at each site.The chosen candidate will engage with existing programs in psychology and/or developmental cognitive neurosciences at each site, particularly within the INSPÉ (National Institutes for Teacher Education). Their role will be to promote evidence-based practices and emphasize the importance of co-creating a space for exploration and collaboration between researchers and teachers in early years schooling.

The CNRS is developing a strong policy in favor of open science. Open science consists of making research results "as accessible as possible and closed as necessary". As such, the CNRS aims to make 100% of the texts of publications resulting from the work of its laboratories accessible , in particular through deposit in HAL. The data produced must also be made available and reusable, except for specific restrictions. In addition, the guiding principles of individual evaluation have been revised in accordance with the DORA declaration, to be more qualitative and to take into account all facets of the researcher's profession.

The dissemination of the results will be done through world-class scientific productions: publications, patents, software... In addition, the results will be communicated to various targets such as scientific communities, media, decision makers, general public, schools, etc., with an adapted calendar. Specific tools may be developed such as websites, newsletters, meetings, international symposia, summer schools and conferences.

The relationship between science and society is now recognized as a full dimension of scientific activity. The project will develop this dimension in synergy with all the partners. The resulting research work will contribute to informing public decision-making. Participatory science initiatives may be initiated with actors from the project's socio-economic and cultural eco-system.

Research Field Psychological sciences » Cognitive science Years of Research Experience None

Research Field Psychological sciences » Psychology Years of Research Experience None

Additional Information

Eligibility criteria

holders of a doctorate or a PhD or equivalent degree or applicants who have gained scientific. There is no restriction on the age or nationality of applicants. All CNRS positions are accessible to people with disabilities, with special arrangements for tests made necessary by the nature of the disability.