theory based on the ideas of Vygotsky, who argued that the mental development of a child occurs not only as a result of the biological maturation of brain structures, but is an interactive process formed by social interaction, speech and the process of learning. Higher mental functions – thinking, attention, memory and goal-setting – are developed in a child in the process of social activities, schooling, interaction with the family and participation in cultural experiences. The cultural-historical environment gradually and systematically “builds” higher psychological functions in the developing brain. From this point of view, neuropsychological development cannot be understood in isolation from its social and cultural context, and any assessment or intervention must take into account the influence of the environment on the child and his historical and cultural experiences, since they constitute the fundamental basis for the development of higher mental functions.