an innovative approach to the study of higher cognitive functions of children. Its theoretical foundations are based on the schools of Luria and Vygotsky. Within the framework of this concept, assessment is considered not as a simple measurement of quantitative results or determining what the child can do at a given moment, but as a dynamic process aimed at studying how the child thinks and how he copes with situations. The game model is used as the primary means of assessment, providing the child with a natural and safe context that allows them to spontaneously express their abilities without being subjected to the pressures associated with traditional tests. Observing the child during the game reveals his ability to plan, solve problems, regulate emotions and interact in society, as well as analyze the mistakes and methods that he uses to correct his behavior. This approach also makes it possible to identify differences between the real level of a child’s academic performance and what he can achieve with the help of a specialist – known as Vygotsky’s concept of the zone of proximal development, or the zone of parametric development. In this way, playful assessment becomes a qualitative tool that combines neuropsychological analysis with a socio-cultural dimension and provides a more comprehensive framework for the development of developmental programs and remedial interventions for children with developmental disorders or delays.