conceptual basis for the development of an analytical model for understanding the neuropsychological development of children. This approach is based on the syndromic qualitative analysis developed by Alexandre Luria, who argues that the study of disorders should be carried out through the analysis of the functional structure of higher mental functions and their decomposition into basic components, concentrating on the quality and dynamics of disorders, rather than limiting themselves to their quantitative measurement. The model is also based on Vygotsky’s cultural-historical theory, according to which the development of higher mental functions in children occurs within the framework of socio-interactive interaction, where the zone of proximal development plays a key role in the child’s transition to autonomous functioning. This combination of Luria’s and Vygotsky’s views made it possible to develop a comprehensive vision of psychological development, in which neuropsychological development is viewed not only as a result of the structural development of the brain, but also as a socio-historical process associated with culture, speech, and the educational environment.