For children whose basic concepts of things have not yet been formed, the training method is to induce them to notice and look at the existence of external things and people, and to engage in active interaction and even functional manipulation of things. (1) Indications: Children with impaired understanding of things and states of things due to various reasons. (2) Contraindications: None. 3.Equipment and apparatus Various kinds of objects, pictures, computer-aided systems, etc. (1) Attention training: Give enough sensory stimulation in the environment that children often come into contact with, encourage and guide children to use multiple senses to recognize things around them, such as using miniature toy cars that can make sounds, etc. to cause children’s attention, and then train them to pay continuous attention to things that are active. (2) Training for sustained memory of things: the concept of constant presence of things, such as placing toys that children are playing with under a towel or in a box for them to find. (3) Games that promote eye contact: such as lifting, grouping, teasing, etc., through games that increase children’s eye contact with others. (4) Operation of things: from single operations such as touching and grasping to complex operations such as knocking and taking out, etc. Various toys can be used, such as building blocks, throwing rings, drumming, etc. 5.Cautions (1)Training place: basically the same as the requirements of the assessment. (2) Frequency of training: The frequency of training is determined by the child’s language development level, training plan, and the condition of the training site. Generally speaking, the training effect is large with more training times, longer time and fewer items. The time is usually arranged in the morning, each time to 30 to 45 minutes is appropriate, each time the subject set to 2 to 3 is appropriate. (3) training materials: should be rich and varied, bright colors, fun, and help children’s cooperation. (4) Training should encourage and reinforce children’s correct responses and avoid directly denying children’s wrong responses.