A comprehensive theoretical and applied system aimed at understanding the mechanisms of the development of higher mental functions in children – speech, memory, attention, thinking and motor skills – in the context of the complex interaction of the structural development of the brain and the socio-cultural environment. These concepts are based on a combination of the specific neuropsychological approach founded by Alexander Luria, which focuses on the analysis of the functional structure of higher mental functions and the study of disorders and the processes underlying them, and Vygotsky’s cultural-historical theory, according to which higher mental functions initially arise in social interaction, and then are transformed into internal tools for controlling behavior and thinking (i.e., there is a process of interiorization). Thus, higher mental functions are considered not as isolated, independent functions, but as complex dynamic systems that gradually develop in a cultural-historical context, where neurological factors interact with cultural and educational experience, forming the personality and higher mental functions of the child as a whole.