That intervention programs developed tremendously until the end of the seventies, but their strategies, methods and means were a subject of scientific and social controversy. In children depends on the maturity of the central nervous system, and these questions are: 1- The extent of the emotional and emotional effects of the intervention programs on both the child and the family. 2- The validity of the theory of orientation towards normal in the rhythm of program activities and integration with the normal. 3- The need for the intervention program to lead to an increase in the child's IQ. The program focuses on the close motor aspect to the cognitive aspect. For example, the focus is on training the fine muscles in the hand due to the close connection of the fist to the child's awareness and development in other areas, and directs parents not to prevent the child from identifying his body freely, through certain behaviors such as finger sucking. For example, because the child recognizes objects and things, first by bringing them close and examining them with the mouth, and therefore hand and finger sucking is a temporary process and the beginning of getting to know his body, and it may become permanent if we prevent the child from it (children resort to trying everything forbidden, and it becomes likable to them.