Assessing School Readiness in Early Childhood: A Multidimensional Framework for Elementary School Age-Exemption Decisions

Abstract

The exception of the age limit for elementary school entry requires a basis for decisions that are able to distinguish chronological age from child developmental readiness, while regulations have not operationalized in detail the psychological readiness construct, assessment standards, and professional authority. This study aims to analyze the constructs of psychological readiness, relevant assessment approaches, and the implications of psychologists' authority in recommending age exemptions. The research uses a qualitative literature review with a conceptual-juridical approach. The data is sourced from scientific articles, regulations, professional organization documents, and academic books that are thematically analyzed through three themes: psychological readiness constructs, assessment capacity and limitations, and psychologist authority. The results of the synthesis show that psychic readiness is a multidimensional profile that includes cognitive-language, social-emotional, self-regulation and executive function, motor, independence, and approaches to learning. Assessments need to be multi-methodical, multi-informant, and contextual, with psychologists integrating and interpreting evidence professionally. The research produces a conceptual framework that places decision validity on construct suitability, assessment quality, professional competence, evidence integration, and procedural accountability. Practically, operational guidelines regarding psychological readiness, clarity on the division of roles between psychologists and educators, as well as referral mechanisms and transitional support are needed so that age exclusion does not stop at administrative decisions, but remains oriented to the best interests and readiness of child development.