Assessment of early childhood development and school readiness in low-and middle-income countries: a documentary review on inclusion and disability

Early childhood development is a key determinant of lifelong well-being, as it directly influences individuals’ educational, social, emotional, and health trajectories. This study aimed to analyze the scientific literature on the assessment of child development, school readiness, and the inclusion of children with disabilities in low- and middle-income countries. A qualitative documentary review approach was employed, based on the collection and thematic analysis of academic studies, institutional reports, and child development assessment tools retrieved from specialized databases and international organizations. The findings show that a significant proportion of children in low- and middle-income contexts experience developmental delays, a situation that is further exacerbated among children with disabilities due to structural, social, and educational barriers that limit their access to adequate health and education services. Likewise, a wide range of instruments for measuring child development and school readiness was identified; however, many of them present limitations in terms of cultural adaptation and contextual relevance, which restrict their applicability across diverse settings. The review also highlights a shift toward more comprehensive and multidimensional approaches to school readiness, recognizing the interaction between the child, family, school, and community as interdependent components of the educational process. Finally, it underscores the growing influence of international organizations in the standardization of child development assessment, which has generated debates about the need to balance global measurement frameworks with more inclusive, flexible, and context-sensitive approaches that reflect local realities.