In the screening, diagnosis, treatment, prevention and rehabilitation of children aged 0 to 6 years in eye care, physical examination is the only clue to the assessment of visual function. A complete ophthalmic routine includes: visual acuity, eye position, eye movements, slit lamp examination, fundus examination, intraocular pressure measurement, and optometry (retinography or computerized). For pediatric ophthalmologists, these examinations are truly difficult to perform, and in some cases it is nearly impossible to complete a full set of examinations. This is because the biggest difference between children and adults is that no child will volunteer to be examined. For some children, going to the doctor is considered “punishment” for disobedience, so pediatric ophthalmologists need to learn the “art” of communicating with children, and building a friendly, harmonious relationship with them is the path to a successful examination. There is no absolute standard for how to communicate with children, and everyone has a different approach, as long as the child and parents are happy and satisfied, reduce the child’s fear and apprehension, increase communication and cooperation with the examiner, and are able to cooperate in the examination. Children of different ages have different physical and psychological characteristics and therefore require different examination methods. A child who feels comfortable combined with an appropriate examination method will allow the examiner to obtain the maximum amount of information in a short period of time. However, no matter how you do it, you will actually have only a few minutes of examination time, because the time that allows a pediatrician to focus effectively is very short. Therefore what will be most useful to you is to observe before the examination begins. In fact, the moment the child enters the department, your examination has already begun, which is a better time for the examiner. This is when you can observe your child’s eyes well before he cries, and it is the best time for you to assess his visual acuity. Pay attention to your child’s ability to focus, paying particular attention to his head position, nystagmus, and the absence of photophobia and obvious strabismus. For a child who walks and plays freely, taking advantage of a child’s toy-loving nature and using a fun little toy in conjunction with a retinoscopy not only eliminates the child’s fear of the doctor and makes a quick initial determination of refractive status, but also allows you to observe eye position and refractive interstitial clouding based on reflections from the cornea and pupillary area. Some laborious and time-consuming examinations, such as visual acuity examinations and fundus examinations, can be postponed, as children may become uncooperative at this point until the examination is completed. If in doubt, complete the full examination under pharmacologic hypnosis or general anesthesia if necessary. The first step is to make the parent and the child feel pleasant and comfortable the moment they enter the examination room. A pleasant and friendly “Hello, children!” can quickly relax the anxiety and tension of the child and parent. Ask the child some simple, easy-to-answer questions, “What is your child’s name? How old is he or she?” After the child answers, give praise immediately, “What a smart baby!” . Once the child speaks, their fears will be dramatically reduced. 2.If possible, in the waiting area can build a play area for children, a corner, a small room can be, this area to prepare a small table, a small stool, some small picture books and toys, both as a gaze at the mark, but also to create a warm environment. 3, some children are afraid of doctors in white coats, you can take off your work clothes to the outside of the consultation room, play with the child, you can give appropriate comments based on the child’s dress and toys in hand, and the child to establish a good partnership is the key to get cooperation, so that the next step of the examination can be carried out. 4.The examiner sits at the child’s eye level and gives the child a small toy to observe his gaze function; talking about the toy with the child can make the examination interesting and facilitate the next step of using the toy to do the examination of the visual marker; placing the flashlight on top of the toy can obtain an examination of corneal reflectance; using the toy as a visual marker, together with retinoscopy, can obtain the pupillary red light reflex, refractive interstitial Transparency, refractive state examination and assessment.