In the process of children’s growth, normal neuropsychological development is of equal importance to physical growth. Neuropsychological development includes perception, movement, language, emotion, thinking, judgment and will character, etc., with the development and maturity of the nervous system as the material basis. Like physical growth, abnormal neuropsychological development may be the early manifestation of certain systemic diseases, therefore, understanding the pattern of children’s psychological development is very helpful for the early diagnosis of diseases. In the fetal period, the development of the nervous system is ahead of other systems. The brain weight of newborns has reached about 25% of the adult brain weight, and the number of nerve cells at this time is the same as that of adults, but the dendrites and axons are few and short. The increase in brain weight after birth is mainly due to the increase in the size of nerve cells and the increase and lengthening of dendrites, as well as the formation and development of nerve myelin. The formation and development of neuromyelin sheaths is completed around the age of 4. Before that, especially in infancy, nerve impulses caused by various stimuli are conducted slowly and are easily generalized; they do not easily form foci of excitation, and are easily fatigued and put to sleep. The spinal cord grows with age. In the fetal period, the lower end of the spinal cord is at the lower edge of the 2nd lumbar vertebra, and at the age of 4 years it moves up to the 1st lumbar vertebra, which should be taken into account when performing a lumbar puncture. Infantile tendon reflexes are weak, and the abdominal wall reflexes and tibial reflexes are not easily elicited and stabilized at the age of 1 year. 3-4 months old infants have high muscle tone, and the Kernig sign can be positive, and a positive Babinski’s sign in children under the age of 2 years can also be a physiological phenomenon. Second, the development of perception 1, the development of visual perception: newborns have visual sensory function, pupil light reaction, in a quiet and awake state can be a short period of time to look at the object, but can only see things within 15-20cm. From the second month onwards, they can look at objects in a coordinated way and begin to have head-eye coordination; when they are 3-4 months old, they like to look at their own hands and have better head-eye coordination; when they are 6-7 months old, their eyes can rotate vertically along with objects moving up and down; when they are 8-9 months old, they begin to have a sense of depth of vision, and they can see small objects; when they are 18 months old, they can already differentiate between various kinds of shapes; at the age of 2 years, they can differentiate between vertical and horizontal lines; at the age of 5 years old, they can differentiate between various kinds of colors; at the age of 6 years old, depth of vision has been fully developed. At 6 years old, the depth of vision is fully developed. 2, auditory perception development: no air in the tympanic chamber at birth, poor hearing; 3-7 days after birth, hearing has been quite good; 3-4 months when the head can be turned to the source of the sound, and will smile when hearing a pleasant sound; 7-9 months when they can determine the source of the sound, and differentiate the meaning of the language; 13-16 months when they can look for different loudness of the sound source, and understand their own names; 4 years of age, the auditory development has been perfected. Auditory-perceptual development is directly related to children’s language development. If hearing impairment cannot be diagnosed and intervened during or before the critical period of language development (within 6 months), deafness can lead to mute. 3, taste and smell development: (1) taste: the birth of the sense of taste development has been very perfect; 4-5 months or even a slight change in the flavor of the food has been very sensitive to the development of the sense of taste for the critical period, this period should be added at the right time to all kinds of transmitting food. (2) Sense of smell: the olfactory center and nerve endings are mature at birth; in 3-4 months, they can distinguish between pleasant and unpleasant odors; in 7-8 months, they start to react to aromatic odors. 4, the development of skin sensation: the skin sensation includes touch, pain, temperature, and deep sensation, etc. Touch is the basis for certain reflexes. The sense of touch is the basis for certain reflexes. Newborns eyes, perioral, palms, soles and other parts of the sense of touch has been very sensitive, while the forearms, thighs, trunk of the sense of touch is more sluggish. The newborn has pain perception, but it is dull; it only gradually improves from the 2nd month onwards. Temperature sensation is acute at birth. Motor development can be divided into two categories: gross movements (including balance) and fine movements. 1. Balance and gross motor (1) Head up: newborns can hold their heads up for 1-2 seconds when lying prone; they can hold their heads up more steadily at 3 months; they can hold their heads up very steadily at 4 months. (2) Sitting: At 6 months, the child can sit alone with both hands propped forward; at 8 months, the child can sit steadily. (3) Rolling: At 7 months, the child can consciously roll over from the supine position to the prone position and then from the prone position to the supine position. (4) Crawling: Training should start at 3-4 months of age, and both upper limbs can be used to crawl forward at 8-9 months of age. (5) Standing, walking, jumping: 11 months can stand alone for a few moments; 15 months can walk steadily alone; 24 months can jump bipedally; 30 months will be jumping alone. 2, fine motor: 3-4 months after the disappearance of the grip reflex can move the fingers; 6-7 months appear to change hands and pinch, knocking, and other exploratory movements; 9 -10 months can be used to pick up objects with thumbs and forefingers, and like to tear the paper; 12-15 months learn to use spoons, scribbling; 18 months learn to use a spoon, and scribble; 18 months learn to use a spoon. At 12-15 months, they learn to use spoons and scribble; at 18 months, they can stack 2-3 square blocks; at 2 years old, they can stack 6-7 square blocks and can turn over books. Language development is related to the normal development of the brain, throat muscles and the perfection of the sense of hearing. It has to go through 3 stages: pronunciation, understanding and expression. Newborns can cry, babbling and pronouncing at 3-4 months old; at 6 months old, they can understand their own names; at 12 months old, they can say simple words, such as “bye-bye” and “no more”; at 18 months old, they can use 15-20 words to identify and name the main members of the family; at 24 months old, they can name the main members of the family; at 24 months old, they can identify and name the main members of the family. At 18 months of age, the child can identify and name the main members of the family using 15-20 words; at 24 months of age, the child can point out simple names of people and objects and pictures, and at 3 years of age, the child can almost identify many objects and say short sentences consisting of 2-3 words; at 4 years of age, the child can tell a simple storyline. V. The development of mental activities 1, early social behavior: 2-3 months when the child to laugh, stop crying and other behaviors, with eyes and pronunciation to show that they know their parents; 3-4 months of infants began to appear social responsive laughter; 7-8 months of children can show recognition, interested in sound toys, and so on; 9-12 months is the peak of recognition of life; 12-13 months children like to play tricks and hide and seek games At 18 months of age, children gradually have the ability to control themselves and can play alone for a long time when adults are nearby; at the age of 2, they are no longer recognized, and can easily be separated from their parents; after the age of 3, they can play games with children. Attention development: unintentional attention is dominant in infancy, and intentional attention gradually emerges with age. 5-6 years old children can control their attention better. 3, the development of memory: memory is the learned information storage and “read out” of the neural activity process, can be divided into sensory, short-term memory and long-term memory of three different systems. Long-term memory can be divided into two kinds: recongnition and reproduction, recongnition is the previous perception of things in front of the eyes can be recognized, reproduction is the previous perception of things not in front of the eyes, but can be reproduced in the brain. 1 year old infants only recongnition and no reproduction, with the growth of age, the ability to reproduction is also enhanced. Young children only memorize information according to the surface characteristics of things, mainly mechanical memory. With the increase of age and the strengthening of understanding and language thinking ability, logical memory gradually develops. 4, the development of thinking: after the age of 1, children begin to think, before the age of 3, only the most elementary image thinking; after the age of 3, begin to have a preliminary abstract thinking; after the age of 6-11, children gradually learn to synthesize and analyze, classify and compare the method of abstract thinking, and have the ability to further independent thinking. 5, the development of imagination: newborns have no ability to imagine; 1-2-year-old children only have the germ of imagination. Preschool children still have unintentional imagination, and intentional imagination and creative imagination develop rapidly only at school age. 6, emotions, emotional development: newborns are not easy to adapt to the extra-uterine environment after birth, more in a negative mood, showing uneasiness, crying, while breastfeeding, hugging, shaking, stroking and so on can make their emotions happy. Infants and young children’s emotional performance is characterized by short time, strong reaction, easy to change, outward and real. With the growth of age, children’s tolerance of unpleasant factors gradually increases, and can consciously control themselves, so that emotions tend to stabilize. 7, personality and character development: infants rely on adults for all their physical needs, and gradually establish a sense of dependence and trust in their loved ones. Early childhood has been able to walk independently, say their own needs, so there is a certain sense of autonomy, but has not been separated from the dependence on relatives, often appear disobedient words and deeds and dependence on the behavior of the alternating phenomenon. Preschool children can basically take care of their own life, the initiative to enhance, but active behavior failure is prone to disappointment and guilt. School-age children begin to formalize their learning life and value their own hard-earned achievements, such as failing to discover their learning potential will produce low self-esteem. Adolescent physical growth and sexual development began to mature, increased socialization, psychological adaptability, but easy to fluctuate, in the emotional problems, partner problems, career choices, moral evaluation and outlook on life and other issues are prone to personality changes when handled inappropriately. Once formed, personality is relatively stable.