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Neurological development refers to the continuous and complex sequence of acquisitions of physical, emotional, intellectual, and behavioral capabilities and functioning that occur in human beings between birth and the conclusion of adolescence. The term psychomotor development is commonly used in order to emphasize the closely interconnected progression of motor, cognitive and relational skills. This process is closely associated with the maturation of the nervous system. It is also the result of various genetic and epigenetic factors, and acquired experiences. Cultural factors, adequate physical activity, and overall lifestyle also play a significant role in shaping neurodevelopmental trajectories. Environmental context exerts a decisive influence on neurocognitive outcomes. Beyond the material dimension of socioeconomic status, the quality of caregiver–child interactions is crucial [5]. Early affective and relational experiences shape socio-cognitive processing, determine the quality of later competencies, and, when adverse, significantly contribute to psychopathological risk. Most children acquire cognitive and motor skills through predictable stages, commonly referred to as developmental milestones. While individual variability is to be expected, it is essential to consider factors such as gestational age at birth, particularly distinguishing between preterm and full-term infants. For theoretical and practical clinical assessment purposes, normal child development is discussed in this chapter in terms of developmental domains associated with specific functions. For example, gross motor development refers to the progressively more complex use of large muscle groups in motor tasks, while fine motor skills refer to the use of small muscles, particularly those of the hands. Cognitive functions refer to capacities such as language, memory, and learning, while social interaction and affective functions refer to verbal and non-verbal interactions with others, and emotional responses.