Hearing is essential for learning language in order to develop cognitive skills. The developing pediatrician perceives sounds and identifies things through hearing, and through imitation, he or she gradually forms words, sentences, and perfects language to express opinions and feelings and to form internal concepts. Early infancy is a critical period for learning language, during which even mild auditory dysfunction can lead to deficits in pediatric psychological and behavioral interactions. Therefore, early determination of the presence or absence of hearing loss, leading to early appropriate management or auditory-verbal rehabilitation, can minimize disability due to hearing problems. Early detection of deafness has been widely emphasized, but how to assess and test pediatric hearing function as early and accurately as possible remains an important research topic for otologists and audiologists. Neonatal hearing screening has become institutionalized in many countries, and according to studies 20-30% of pediatric hearing loss occurs in infancy and early childhood. Therefore, regular tracking, especially the tracking and evaluation of high-risk hearing children can not be ignored. 70’s before the hearing evaluation and testing of infants under 2 years of age can only be used behavioral testing methods, in recent years, with the progress of audiometric technology, through the objective audiometric for early and accurate pediatric auditory function test provides a reliable basis. Pediatric hearing evaluation should be based on the state of its auditory system, nervous system and intellectual development, such as newborns and infants under 2 years of age often can not elicit a response to the threshold level of acoustic signals, so when the behavioral observation of the test to elicit a response to the minimum intensity may be far more than the threshold intensity, and can only be called the minimum response level. And the response to the stimulus may only occur once, or only a slight response, so when the response can be clearly observed can be considered to be an auditory response; on the contrary, if the response can not be observed, it can not be sure that there is a problem with hearing. In order to avoid adaptation to repeated stimulation, it is often necessary to change the test signal or method to maintain a long-lasting response. In addition, when there is a physical or intellectual developmental disability, the auditory response expected for the age in question is often not observed. If hearing is normal, but intellectual disability, the behavioral performance is often only equivalent to the response standard of low age (months); and if hearing is impaired, but intelligence is normal, it can be manifested as a poor response to low-intensity acoustic stimulation, while the response to high-intensity stimulation is the same as that of a normal child. Therefore, infant hearing should be evaluated and tested using different techniques for different age groups (0-6 years), and the results should be judged taking into account the influence of other non-auditory factors.