Is the child smart? In particular, compared with their peers, do they have any advantages to play and disadvantages to make up for, these are the “intelligence” issues we are concerned about. Intelligence is a comprehensive wisdom and talent mental activity unique to human beings, is the human cognitive ability, including the ability to perceive things, memory, imagination, thinking ability and creativity, etc., which is what we usually call the degree of intelligence. The development of children’s intelligence is uneven, but these individual differences are only a few, and the majority of children basically develop at about the same rate. The critical period of brain development is from 3 months before birth to 3 years after birth, which is also an important period of intelligence development. The external environment has a somewhat greater impact on the development of intelligence from age 3 to adulthood at age 18, and major events such as family changes, trauma, and surgery may have an impact on a child’s intellectual development. The evaluation of children’s intelligence is carried out according to the characteristics of children’s intellectual development at each stage, and the method of evaluating children’s intellectual development uses intelligence tests. Evaluation of children’s intellectual development has the following significance: (1) To provide a basis for early education, children’s growth and development have their own regularity, early education should be based on its regularity, not beyond their actual level and ability, not demanding too much, too fast. (2) To discover the child’s “strengths” in a certain area, to make full use of the early neuroplasticity, to improve the environment for training, and to master special skills. (3) Early identification of a child’s “weaknesses” in a certain area, early intervention to promote their intellectual development, such as children with delayed motor development, some late language development, according to the specific problems of each child to strengthen education and training. Children’s intelligence structure is generally summarized in four areas: (1) motor ability: reflects the child’s posture, head balance, sitting, standing, crawling, walking, running, jumping and the ability to use fingers, these motor abilities constitute the starting point for estimating the child’s maturity. (2) Physical ability: reflects the child’s ability to analyze and synthesize external things, that is, to use past experiences to solve new problems. (3) Verbal ability: reflects the child’s ability to listen, understand and express language. (4) Response ability: reflects the child’s ability to live and interact with others, and is related to neuromotor and intellectual integrity. Children’s intelligence tests are conducted through movement, homework, answering questions, doing arithmetic problems, puzzles, and understanding the meaning of words, which are indirect methods of measurement and have certain limitations. A single intelligence examination method cannot be used as the only criterion to evaluate a child’s intelligence level. It must be combined with the various abilities demonstrated by the child in daily life, as well as the evaluation of the child’s intelligence by school teachers, parents and neighbors, and a more objective conclusion can be made by a professional physician through analysis and synthesis.