Self-assessment processes developed by students of early age were studied. Preferably in a quantitative analysis, the relationship of self-efficacy dimensions, self-esteem, self-regulation, language, metacognition and self-evaluation of 305 Chileans who attend nursery schools with various administrative units was examined. Supported by qualitative records of children's speeches six instruments linked to the studied variables (Self-concept test; SRO Test Language Test; Metacognition Scale; Interview and Self-Efficacy Self-Assessment Test) were used. The results indicate that these dimensions were associated with self-assessment with different levels of correlation. All these dimensions considered as independent variables explained 50% of the variability in self-assessment; self-regulation and language are the variables that contribute most. No statistically significant difference between boys and girls was evident.