A cutting-edge concept of understanding child neuropsychological development as a dynamic process resulting from the complex interaction of several interrelated systems, including neural structure, cognitive and emotional psychological functions, and social behavior, in addition to environmental and educational influences. According to this view, no cognitive or behavioral psychological function of a child can be explained in isolation from other systems. On the contrary, each system influences the others and is itself influenced by them, reflecting the multi-level, networked nature of neuropsychological development. The theory emphasizes that each higher psychological function, such as attention, language, memory, executive thinking, or emotional regulation, arises from a complex interaction between multiple neural and behavioral levels, with each system contributing to a common function. At the same time, any dysfunction or deficit in any of the systems can have a cascading effect on the overall academic performance of the child. The theory also emphasizes the importance of multivariate assessment, which takes into account individual differences in the functioning of each system and allows for a comprehensive picture of a child’s strengths and weaknesses, rather than focusing solely on individual functions. From the point of view of therapeutic and educational intervention, the multisystem theory emphasizes the need to develop integrated programs that include educational and therapeutic activities aimed at promoting the integration of different systems, such as language, movement, cognitive, and social activities, taking into account the environment and the individual experience of the child. Thus, this theory creates the basis for understanding the neuropsychological development of the child as a complex, dynamic and multi-level process that promotes neuroplasticity, the formation of diverse skills and supports comprehensive and balanced development at the cognitive, emotional and social levels.