a complex structure about understanding how the brain and the higher mental functions of the child interact with the surrounding social environment. According to this view, a child’s cognitive, emotional, and behavioral development is not seen as an isolated, individual process, but as a product of a continuous interaction between the neural and biological systems, on the one hand, and social relationships and environmental experiences, on the other. The theory states that the social brain, responsible for the ability to communicate, empathize, and understand social cues, develops and strengthens through early social interaction with parents, peers, and teachers. These experiences play a crucial role in the formation of a child’s cognitive, emotional, and behavioral skills. The theory also suggests that any disruption or deficit in these social interactions can lead to difficulties in learning, attention, and executive functions, as well as affect the formation of healthy relationships and social adjustment skills. From this perspective, the role of early intervention, whether educational or therapeutic, is emphasized in supporting and developing the child’s socio-neuropsychological system by creating stimulating and safe environments and interactive activities that promote communication, collaboration and collaborative learning. Thus, the theory of the socio-neuropsychological system creates the basis for understanding the neuropsychological development of the child as a multidimensional process based on the interaction of biological and neural factors, on the one hand, and social relations and experience of the environment, on the other. This contributes to the development of comprehensive intervention strategies that aim to promote cognitive, emotional, and social development in a comprehensive and sustainable manner.