Rehabilitación y corrección que conduce al desarrollo en la edad preescolar

Difficulties arising in psychological development from preschool age onward require attention from both neuropsychological and cultural-historical psychological approaches. The neuropsychological approach considers cerebral functional participation as the foundation for acquiring cultural actions, whereas the psychological approach can analyze the social situations in which this process takes place. This article is a theoretical essay aimed at clarifying the contributions of neuropsychology and psychology to rehabilitation and support for psychological development during preschool age. First, it addresses the neuropsychological and psychological development of preschool-aged children from a cultural-historical perspective. Next, it describes the types of syndromes and difficulties faced by children, with the objective of facilitating diagnosis and the design of an intervention proposal containing suggestions for activities across different levels of action. In the final discussion, we propose achieving an integration among the application of psychological, neuropsychological, and special education methods in the preschool stage, based on a common methodological foundation that takes into account the complex functional system, the stage-by-stage formation of mental actions, and the orienting basis of action, alongside support strategies that create the zone of proximal development.