aim to integrate neurological knowledge with psychological, social and cultural contexts for a comprehensive and dynamic understanding of child development. Instead of viewing higher mental functions as independent abilities, they are now seen as integrative systems evolving through the interaction of brain structures, experience, learning, and social relationships. In current trends, the emphasis is on qualitative and predictive diagnostics rather than quantitative testing, with an emphasis on neuroplasticity and functional compensation as a means of promoting development, despite the difficulties. In addition, there is a growing interest in the child as an active partner in treatment and education, as well as in the involvement of the family and school in the therapeutic and educational process. Such a comprehensive vision allows for the development of preventive and therapeutic educational programs adapted to individual characteristics, with an emphasis on the fullest and most comprehensive disclosure of the child’s potential, and not just on the treatment of his or her shortcomings.