A neonate is a child up to 28 days after birth, while an infant is a child aged 0-3 years. The incidence of hearing impairment in neonates is reported in the literature to be 1-2 per 1,000 births, whereas in infants and toddlers it is 2 per 1,000 births. Since hearing impairment in newborns and infants affects speech, language and cognitive development, early detection and early intervention are particularly important. The popularization of newborn hearing screening plays an important role in early detection, so how should parents observe their children’s hearing? According to the characteristics of newborns and infants’ auditory development, Japanese audiologists, after a long period of observation and research, have systematically summarized and summarized the observation items for each stage of auditory and speech development of pre-verbal infants and young children, and through this observation table, the level of infants and young children’s auditory and speech development can be roughly assessed. Observation Chart for Auditory and Verbal Development 0-3 months Startled by loud noises (surprised, eyes closed, eyes open) Wakes up to loud noises Searches for source of sound Cries and stops crying when greeted Smiles when coaxed Talks to him with “ahs,” “oohs,” and “ahs,” “oohs,” and “oohs,” but does not know the source. 3-6 months Seeks out sound sources Likes loud toys Can recognize voices of people familiar to parents Giggles when happy Makes sounds at people 6-9 months Turns around when called by name Likes to say “right” blindfolded When criticized Stop or cry when criticized Makes sounds at toys Makes sounds such as ma, pa, ba Makes sounds such as dada, baba, etc. 9-12 months Understands the meaning of words such as “give it to me” and “go to sleep” Responds to “bye-bye.” Responds to the word “bye-bye” Imitates adult speech Often says things that don’t make sense Says one or two words that make sense, such as “mama” Imitates parts of words 12-18 months Enjoys being shown pictures and points to things in a picture book that he or she recognizes Understands simple commands, such as “bring the book. “Can say one or two meaningful words Can say three or more meaningful words Can name objects recognized in the pictures