Higher mental functions – speech, goal-setting, memory, and problem-solving – are not just innate abilities that automatically develop as neurological maturation. Rather, they are the result of social and cultural influences of the child in the process of his development. Children gradually acquire skills of self-regulation and internal discipline through interaction with adults and peers, where instructions, dialogues and behavioral patterns serve as means of transmitting knowledge and thinking strategies. Such socialization of higher functions means that the child’s mental development is closely related to the social context in which he lives, and that any deficiencies in the environment can affect the development of these functions. Therefore, the promotion of social interaction and proper upbringing becomes a fundamental direction of neuropsychological education and treatment, since it contributes to the development of the child’s ability to learn, self-regulation and social adaptation in a complex.