Generally speaking, language development is influenced by intellectual, physiological, and environmental factors. Children learn language through an organic combination of seeing, hearing, and imitating. Approximately 3/4 of children with cerebral palsy clinically exhibit varying degrees of language impairment, thus severely affecting verbal communication, emotional communication, daily life and learning of the sick child. We know that language is composed of three elements: form, content and function. The form of language consists of phonological and superphonological segments. Phonological segments refer to phonology, mono-rhyme, word formation, inflection and grammar; superphonological segments are the rate, intonation, voice and fluency of speech. The content of language refers to the knowledge represented by the discourse, i.e., the relationship between things and things that are the gist of objects and events. The function of language refers to communication functions, conversational skills, etc. Communication functions such as life requirements, social interaction, etc. The comprehension and expression of the elements in language is the basis of communication ability and the goal of children’s language communication development, first by vocalization games, intonation practice again and again into imitation of words, double words a expansion of the quantity and quality of vocabulary a promotion of grammar, language ability a use of complete sentences automatic expression a answer complex questions, and finally can describe the whole thing. Therefore, for children with cerebral palsy, language training is an important element that cannot be ignored. 1.Lip and tongue function training exercises: The research design of this exercise is based on the basic theories of neurology of language development, neuropsychology, linguistics, phonetics, speech pathology, etc. The first and second sets of lip and tongue function training exercises are carried out from simple to complex. 2.Dysarthria training includes: relaxation therapy, breathing training, motor training of articulatory organs; vocal training, continuous articulation, doing training to overcome nasal sounds, training the affected child to Control the volume, tone and rhythm, communication aid system, etc. 3.Apparatus training: Training is conducted according to the composition and pronunciation pattern of normal children. The instruments used include voice workstation, sound, intelligence and music therapy instruments, etc. Parents are also needed to create a good language environment for their children with cerebral palsy, improve their intelligence level and correct the dysfunction of the articulation organs. Parents are the child’s initiation teachers, and how well they educate them determines how fast the child’s language development progresses. During the infant’s feeding to eating, pay attention to his movements such as chewing, swallowing, opening and closing the mouth and tongue out activities, as well as breathing and vocalization. Good feeding movements have a direct impact on speech. Parents can let their children with cerebral palsy blow balloons and trumpets to train their breathing; the best way for mothers to train their children’s pronunciation is to demonstrate and imitate; emphasize vowel pronunciation training, slow down speech, and use more encouraging language to avoid too much correction. Finally, it is also recommended that language rehabilitation for children with cerebral palsy should be carried out early, before the age of 6, i.e., before the critical period of language, for more ideal results.