the basis for understanding the complex nature of higher mental functions. They are not seen as independent or simple units, but as dynamic, interconnected systems consisting of several levels that function jointly and integratedly. Higher mental functions: speech, attention, memory and thinking – are built on the basis of continuous interaction of various components, including sensory, motor, emotional and cognitive aspects. For example, the speech function cannot be reduced only to the ability to articulate or express words; rather, it is a complex process involving comprehension and reproduction, auditory and visual processing, grammatical and semantic organization, and the role of social and communicative context. The same applies to attention and thinking, where several levels intersect: from the primary processes associated with sensory perception to the higher processes related to organization, planning and problem solving. This multi-level structure reflects the fact that any dysfunction or disorder can manifest itself not only in one aspect of functioning, but also affect the balance of the system as a whole, which requires therapeutic and diagnostic intervention that takes into account this complexity. Thus, the understanding of higher mental functions as complex multi-level networks allows for a deeper and more detailed approach to the development of the child and emphasizes the importance of taking into account the interaction between different levels (neuronal, cognitive, emotional).