Key aspects and fundamental principles of child neuropsychology. This list includes:
1) Dynamism of neuropsychological development – psychological functions are dynamic, subordinate to neuroplasticity, due to which cortical and subcortical functions can be rebuilt in response to learning, new experience or to compensate for disorders, which makes development a continuous and changing process.
2) Interaction of biological and social factors – the neuropsychological development of the child depends on the constant interaction of genetic factors (e.g., neurodevelopment) and environmental factors, including language, activities, family interactions, and culture, which emphasizes the cultural-historical nature of the development of higher mental functions.
3) Asynchrony of development – higher mental functions do not develop simultaneously and at the same pace. Some functions (speech, for example) may develop more quickly, while others (memory or control) may lag behind, creating a complex and peculiar picture for each individual child.
4) Classification of developmental disorders – the basis for distinguishing between types of developmental disorders (retardation, retardation, impairment, loss of function, deviation or disharmonious development), emphasizing that each type of disorder requires a specific diagnostic and therapeutic understanding, which allows the development of appropriate interventions for each case.
5) Play as a diagnostic and therapeutic tool – play activity is the most appropriate means for exploring and developing higher mental functions, as it combines emotional, social, and cognitive aspects and provides a natural context in which the child can manifest his or her true abilities and problem-solving strategies.
6) Neuropsychological correction is a therapeutic principle based on the creation of compensatory tools by using the child’s strengths to strengthen weak areas, bearing in mind that the goal is not just to correct deficiencies, but to promote psychological and social adaptation and achieve balanced growth.
7) A holistic view of the child. The child is seen as a whole, not just as a “disorder” or “deficit” – normal abilities are intertwined with difficulties. To ensure the effectiveness and comprehensiveness of diagnostic and therapeutic interventions, it is necessary to consider the child, including the context of the environment and culture.