訊息轉知

轉知【外交部2020年NGO領袖論壇】活動

為配合外交部非政府組織國際事務會成立20週年之里程碑,並彰顯外交部協輔我非政府組織(NGOs)進行國際參與之成果,特辦理2020年NGO領袖論壇,討論我NGO所關切之重要議題,強化我國NGO國際連結能力,增進我NGO資源運用更契合我整體外交戰略,並促進政府與企業及NGO之三方合作與交流,深化夥伴關係。

主辦單位:中華民國外交部
委辦單位:台灣海外援助發展聯盟  
時間:109年10月13日(二)至14日(三)  
地點:外交部外交及國際事務學院(台北市敦化南路一段280號)  
論壇議程: https://reurl.cc/EzRV4A  
人數:90名。歡迎對NGO國際交流、國際參與與國際合作有興趣之NGO領袖、企業代表及學者報名參加。  
線上報名網址: http://reurl.cc/Q3bj2o  
報名截止日期:109年10月1日(四),若額滿則提前截止。  
注意事項:

  1. 本活動免費,名額有限。若報名後無法參加,請務必告知主辦單位,謝謝!
  2. 報名請確實填寫e-mail信箱,為維護活動品質,主辦單位擁有【報名資格之審核權利】,收到報名成功確認函及行前通知方可與會。
  3. 主辦單位保留論壇議程/講者之更動權利。
  4. 為配合政府防疫措施,進入會場前須量測體溫、消毒清洗手部,並請配戴口罩。 

聯絡資訊
聯絡人:台灣海外援助發展聯盟 李專員
電話:02-2388-5078
E-mail:secretariat@taiwanaid.org   
同時附上論壇海報及最新議程,希望邀請  貴單位共襄盛舉,一同見證台灣20年來政府與民間攜手推動國際參與成果,捲動社會各界及企業加入,讓台灣NGOs走出去,成為國際社會的重要夥伴!

台灣海外援助發展聯盟  敬邀

衛生福利部公告「物理治療師法第九條所定其他經主管機關認可必須聘請物理治療師之機構」草案

衛生福利部來函,本部109年8月31日衛部醫字第1091665199號公告預告「物理治療師法第九條所定其他經主管機關認可必須聘請物理治療師之機構」草案一案,請查照轉知所屬(轄)相關機構。

竹山秀傳醫院舉辦早期療育研討會

竹山秀傳醫院來函,本院舉辦1.早期療育從家庭生活作息為本位開始2.因材施教從天生氣質,難自棄出發之早期療育研討會,敬請協助轉知相關業務同仁報名參加,請鑒核。

 

奇美醫院醫事人員聯合訓練計畫之窗口聯絡人及代訓項目

奇美醫療財團法人奇美醫院來函,檢送「奇美醫院醫事人員聯合訓練計畫之窗口聯絡人及代訓項目」,敬請惠予更新公告於貴會網站。

世界物理治療日活動文宣中文版已上架,歡迎下載利用!

World PT Day 2020主題為【Rehabilitation after COVID-19】
今年的世界物理治療日活動文宣中文版已經完成上架,歡迎大家推廣運用。一共有 4 個資訊圖表(infographic), 5個 海報(poster), 1 個 小冊(booklet) 。感謝臺灣物理治療學會國際事務委員會陳麗秋副主委集合李佩紜副祕書長、鄭宇容副祕書長與陳譽仁委員協助翻譯!

今年的世界物理治療日活動文宣連結: 
1.World PT Day 2020 toolkit (宣導工具包各國語文版)
https://world.physio/wptday/toolkit
2.World PT Day 2020 toolkit (宣導工具包中文版-含宣導小冊、海報及資訊圖表)
https://world.physio/wptday/toolkit?lang=12&year=972&type=All
3.中文版宣導手冊booklet之連結 (宣導小冊)
https://world.physio/toolkit/world-pt-day-2020-booklet-chinese-traditional
4.中文版宣導小冊、資訊圖表及海報圖檔如以下附檔。

World Physiotherapy Congress 2021 延長摘要投搞期限

明年4月8-10日的世界物理治療大會 (World Physiotherapy Congress 2021) 改為線上方式舉辦,即日起再度徵求論文摘要投稿,截止日期為2020/09/24。請大家把握機會踴躍投稿。

詳情請見官網
https://congress.physio/2021/programme/abstracts

「台灣運動醫學之Covid-19防疫經驗及後新冠因應之道」學術論壇

✔️活動說明
今年是台灣運動醫學醫學會(TASM)第二屆第一次會員大會暨第二屆理事、監事選舉,適逢新型冠狀病毒 COVID-19 讓 2020 東京奧運按下暫停鍵,對世界各國的菁英運動員生涯造成重大影響,2020 年 8 月 30 日將邀請國內專家學者解讀最新新冠病毒 COVID-19 防疫指引、剖析台灣運動員及教練的應對策略及後新冠時代運動營養及運動心理的因應之道等,讓台灣運動醫學團隊獲得最新防疫資訊,作為未來再次遇到相同情況重要參考依據。
✔️活動單位
- 主辦單位:台灣運動醫學醫學會(TASM)
- 指導單位:教育部體育署、中華奧林匹克委員會
- 協辦單位:台灣運動心理學會、台灣運動傷害防護學會、台灣運動營養學會、社團法人臺灣物理治療學會、社團法人臺灣運動物理治療學會、聯新國際醫院、聯新運動醫學中心、聯新營養
✔️活動報名
- 時間:2020年08月30日(星期日) 09:00-17:00
- 地點:張榮發基金會國際會議中心1001會議廳
- 簡章下載:https://reurl.cc/lVK7qj
- 活動報名:https://pse.is/PKEBH
✔️ 活動費用
- 臺灣物理治療學會會員合作優惠價:NT500元/人。(原價 NT1500元/人),全程參加可獲得「運動員因應新型冠狀病毒Covid-19防疫作業指引手冊」一份。

2020亞洲樂齡智慧生活展2020/11/12-11/15在高雄

【訊息轉知】2020亞洲樂齡智慧生活展
日期:2020/11/12(四)-11/15(日)
時間:每天10:00-18:00 (最後一天提早1小時結束)
地點:高雄展覽館(806高雄市前鎮區成功二路39號)
https://www.eldercareasia.com/zh-tw/index.html

歡迎會員報名參加!

World Physiotherapy 2021 大會將改為線上進行

【世界物理治療聯盟2021大會資訊公告】
考量全球 COVID-19 疫情,原訂明年於杜拜舉行的 World Physiotherapy 2021 大會將改為線上進行,相關內容待官網後續公告。
 

轉知澳洲墨爾本大學膝關節炎免費線上訓練課程

因應 COVID-19疫情,許多國家採用數位醫療以安全提供物理治療服務。澳洲墨爾本大學的 Rana Hinman 與 Kim Bennell 教授針對膝蓋骨關節炎建立訓練了一個線上訓練計畫(PEAK- Physiotherapy Exercise and physical Activity for Knee osteoarthritis),以幫助PT可以使用視訊方式提供以實證為基礎的物理治療。此一訓練計畫目前免費提供給物理治療師,教師與學生使用,請大家把握機會。

更多關於PEAK訓練計畫的資訊,請參考
https://healthsciences.unimelb.edu.au/departments/physiotherapy/about-us/chesm/news-and-events/peak-training-program

註冊參加PEAK訓練計畫
https://melbourneuni.au1.qualtrics.com/jfe/form/SV_0B8rJK3NQu0kBlr

轉知世界物理治療聯盟識別名稱更新為World Physiotherapy!

世界物理治療聯盟品牌名稱更新為World Physiotherapy,相關網址更新如下:
官方網站 https://world.physio/
明年年會 https://congress.physio/2021
LOGO 如附檔

轉知「巴金森症照護技能訓練工作坊」課程資訊,歡迎會員踴躍報名!

巴金森症照護技能訓練工作坊

課程時間:109/06/28 (日)08:30-16:20
課程地點:台大醫院國際會議中心301講堂(台北市徐州路2號301室)
授課對象:巴金森症病患相關非醫師之醫事人員
授課目標:為增加不同領域相關醫事人員對巴金森氏症治療之瞭解,增進未來對巴金森氏症患者醫療照護之品質
上課日期:109/06/28 (日)08:30-16:20
上課地點:台大醫院國際會議中心301講堂
(台北市徐州路2號301室)
名額限制:100人
報名方式:請掃描右方QR-code進入報名網頁,本活動需自行線上報名 (https://www.beclass.com/m/rid=2343b7e5e71b020990b4)
報名日期:即日起至額滿截止
課程費用:600元(附便當、茶點、上課講義),報名後請於三天內完成匯款,匯款相關資訊與注意事項詳見QR-code掃描之報名頁面 (https://www.beclass.com/m/rid=2343b7e5e71b020990b4)
本課程申請醫事人員繼續積分:
護理師/護士繼續教育積分6.7學分(需完成上午及下午的簽到退)
物理治療師(生)繼續教育積分6.7學分(需完成上午及下午的簽到退)
職能治療師(生)繼續教育積分申請中(需完成上午及下午的簽到退)
語言治療師繼續教育積分6.7學分(需完成上午及下午的簽到退)
為維持活動品質,本課程需事先報名,恕不接受現場報名
主辦單位:台大醫院巴金森症暨動作障礙中心、社團法人台灣巴金森之友協會
協辦單位:巴金森基金會(Parkinson Foundation)台大醫院臨床神經暨行為醫學中心、台灣百靈佳殷格翰股份有限公司

衛福部來函有關電子病歷交換欄位與格式之標準規範,請參考。

衛福部來函有關電子病歷交換欄位與格式之標準規範,如附檔。

109年帕拉運動地板滾球、游泳分級研習會活動簡章

一、目的
(一 )培養我國專業 帕拉 運動分級師,提昇分級水準。
(二) 落實分級一致性並促使競賽得以公平競爭。
二、 指導單位:教育部體育署
三、 主辦單位:中華民國殘障體育運動總會
                     帕拉林匹克運動分級 中 心
四、 協辦單位: 台灣復健醫學會
五、 研習時間: 10 9 年 0 7 月 1 1 日 星期 六 上 午 9:00 至下午 17 :00
六、 研習地點: 台中市愛心家園 B1 視聽室
七、 研習項目: 地板滾球 、 游泳 分級
八、 研習對象:
一 有意願成為 帕拉 運動分級師的專業人士,包括: 復健科 醫師、物理治療師 、
職能治療師 或 對 帕拉 運動 有 相關 知識或經驗者。
二 具備運動相關經驗 之 技術專家並曾經修習解剖、生物力學及運動 生理 學
等相關課程者。
九、報名方式
一 名額: 30 名 。《 報名網址 https://pse.is/RZKEW
請於 10 9 年 0 6 月 2 4 日 完成報名 ,逾時將不予以受理

二 本課程僅限網路報名, 不接受其它報名方式 。

三 檢視報名結果 https://pse.is/QMNGE

四 本中心將依學員是否具備成為分級師之潛能來決定是否錄取。

五 錄取名單於 10 9 年 0 7 月 03 日 公告 於 帕拉林匹克運動分級 中心 網站。
http://www.taiwanpscc. org/ 》

請下載檔案參考

[新北市政府教育局]109年度特殊教育專業人員第1次甄選簡章

新北市政府教育局來函,檢送本市109年度特殊教育專業人員第1次甄選簡章一份,請貴單位協助公告,並鼓勵相關人員報考,請查照。
請下載檔案參考

 

轉知恩主公醫院109年度「各醫事職類聯繫窗口及訓練項目一覽表」

來函轉知:
『本院接受各醫療院所薦送具「臨床醫事人員培訓計畫」訓練資格之學員至本院受訓學習,檢附聯合訓練各職類別聯繫窗口及訓練項目一覽表」,敬請惠予公告並轉送所屬同仁週知,請查照。」』

【PT for COVID-19】WCPT官網資源專頁

【WCPT官網COVID-19資源專頁 】

1️⃣COVID-19 information hub
WCPT 支持身處COVID-19疫情的全球 PT,更新官網資源頁面 ,讓PT們更容易取得相關資源與訊息。
2️⃣COVIDPhysio Registry of projects/activities
各國物理治療因應 COVID-19 而發起的計畫與活動登錄,鼓勵國際合作。

WCPT 2021 Congress 已開放摘要投稿,截止期限為2020/07/30。

WCPT將於 2021年4月8-10日在杜拜舉辦學術研討會 WCPT Congress 2021。口頭報告與壁報展示摘要投稿即日起開放,至2020/07/30 截止。摘要投稿指引與相關資源,請見WCPT網站。

敬請各位會員踴躍投稿參加!

WCPT Congress 2021 摘要投稿:https://www.wcpt.org/wcpt2021/programme/abstracts
大會講員與研討會內容將持續更新於大會網站:https://www.wcpt.org/wcpt2021

衛生福利部中央健康保險署公告修正「全民健康保險急性後期整合計畫」

衛生福利部中央健康保險署副本來函,公告修正「全民健康保險急性後期整合計畫」,如附件,自109年1月1日起生效。

防疫下兒童物理治療師守護特殊需求幼兒的健康

防疫下兒童物理治療師守護特殊需求幼兒的健康 (20200414)
Pediatric Physical Therapists Care the Health Status of Children with Special Needs
under COVID-19
廖華芳  汪子瑄  潘懿玲 (Hua‐Fang Liao    Tze‐Hsuan Wang   Yi‐Ling Pan)
     
        新冠肺炎病毒(COVID 19)疫情讓特殊需求幼兒的早期介入停止了嗎?怎麼辦?其實只要守住目前早期介入的新潮流和新觀念,在自然生活環境下提供幼兒學習的機會和經驗,採取居家兒童早期介入的原則和方法,兒童早期介入不只不會中斷,可能更密集更多樣化,因為家長或家人有更多時間在旁陪伴幼兒,更了解幼兒的優勢和需求,有更多時間和他互動、引導學習,體驗如何調整環境、活動內容和逐步的減少協助程度或提示,讓幼兒學習生活中各種技能的愉快經驗和學習成功時的成就感。

         隨著發展科學(developmental science)日益全球化,幼兒生活情境在人類發展過程中的作用日益受到重視。專家指出,「早期介入」(early childhood intervention)不同於「早期介入服務」(early childhood intervention services)。「早期介入」是由主要照顧者,通常是家長,支持兒童在自然場域得到有意義的學習機會和經驗。「早期介入服務」是在法令政策規範下,早期介入專業人員提供服務給符合早期介入資格的兒童及其家庭,專業人員會支持家長在兒童生活場域或生活作息中持續發展學習。所以兒童早期介入是發生在兩次早期介入服務的期間。因此,早期介入越多越好,但早期介入服務則是依兒童及家庭的需求個別化提供,量不一定要多,但必須高品質有實證。這次的疫情比較會衝擊接受早期介入服務的時間和次數,但只要家長善用居家環境,調整好自己的心態,特殊需求兒童的早期介入未必會受到太大衝擊,反而有機會調整在居家環境的早期介入活動。
     
        COVID 19 疫情爆發也讓我聯想到世界衛生組織於 2001 年提出的「生物心理社會模式」(biopsychosocial model),活動和參與是健康情形和環境因素互動造成。對特殊需求兒童而言,新冠肺炎病毒導致的社交距離措施的環境因素,使兒童的戶外及社區活動和參與頻率及多樣性大量減少。既然是環境因素所造成,家長們也可改造環境因素來減少衝擊。建議家長一方面提升居家早期介入內容的頻率及多樣性,安排兒童在家庭中可參與的各種活動,讓兒童持續得到有意義的學習機會和經驗;另一方面設法減低無法參與戶外及社區的休閒運動及社會互動的不良影響。然而提升兒童早期介入品質最重要的因素,是家長的健康以及家庭的經濟及生活品質。因此,家長不要忘記將自己的身心健康先照顧好,也要讓自己有時間去做自己想做的事。

        以生活作息為導向的早期介入強調把早期介入計畫目標融入在生活作息中,利用家庭      情境中現有資源來進行探索及學習、讓幼兒能有機會對自然的提示作出反應、配合生活作息重複練習。因此,嬰幼兒的日常生活作息活動,也成為幼兒投入學習的一部分。因此家長宜主動向專業人員提出並學會如何將早期介入融入生活作息中。其中,遊戲和生活自理是早期介入內容之一。

        遊戲可促進發展和健康,即使因為疫情的關係,要待在家中,細心觀察幼兒玩耍,多一點時間和幼兒互動遊戲,可以發現遊戲中,兒童的動作、語言、認知和社會功能也跟著發展。「寓教於樂」的想法只能隱存於父母心中,實際陪伴幼兒遊戲時,要尊重幼兒出於內在動機的自由選擇,要跟隨幼兒喜歡的方式玩,再伺機輕鬆變通。當家長自己打從心底覺得好玩時,就會發現,原來遊戲的樂趣來自於互動過程本身,而不是非要學會什麼東西。大人只要喚醒自己愛玩的童心,每個父母都可以是孩子王。以下有一些在家裡安排遊戲活動的提示。開始盤點家中現有的玩具,將玩具列表,標記出喜歡或不喜歡,以及適合的發展年齡和場所。若幼兒年齡夠大,可以和他討論讓他選擇。對於比較小的幼兒,一次只拿出 1、2 樣玩具給幼兒玩,輪流在不同天玩不同的玩具,幼兒才不會玩膩。找到一些大人可以和幼兒一起玩得遊戲或是家中幾個兄弟姊妹可以一起玩的遊戲,當然幼兒可以獨立玩,也是一種能力。

        生活自理,並不是一個單純的技巧訓練,它需要幼兒很多發展技能的支撐。培養幼兒生活自理能力,要先能夠在日常生活中尋找並培養讓幼兒能夠參與的機會,並累積足夠的成功經驗,照顧者之後才能夠有放手的時候,讓幼兒獨立。生活自理並不單純是自理的技巧,幼兒可在參與生活自理活動中習得各種能力。如吃飯這個活動,根據不同年齡可以融入各種技能。如幼兒需要移動至餐桌,需要坐在餐椅上,學習餐桌禮儀,使用各種符合他年齡的餐具,在吃飯同時可以學習各種食物的名稱以及相關知識,可以和家人交談一天當中的生活經驗,促進家人間的情感,甚至可以幫忙做餐前或餐後的準備和清理工作。

        規律的運動可以增強孩童的免疫力,並降低被感染的風險。如果情況允許,到戶外有新鮮空氣人少的地方去進行休閒運動,在疫情期間,盡量不要讓幼兒參加團體活動。在遊樂場所,盡量不要讓幼兒去接觸遊樂場所的器具,而是選擇健走、騎腳踏車/滑步車、爬山等可獨立進行的活動。如果要和家人進行球類運動,也應選擇運球、踢球、丟接球/飛盤等項目,避免和他人近距離的接觸和對抗,運動後也應清潔雙手和運動器材。由戶外回到家一定要先洗手、更換衣服。如果家中環境許可的話,盡量允許兒童在家中有一段時間可以有激烈的身體活動或唱歌、喧鬧等活動。在家中可以打開音樂,讓幼兒隨著旋律跳舞唱歌,或將軟墊放在乾淨的地板,讓幼兒在軟墊上跑跳或做柔軟操;或使用床單和幼兒玩躲貓貓遊戲;或利用家中的各種用具在客廳當中露營。也可以利用體感遊戲機,在家中和幼兒一起運動增加體適能。網路上的運動影片也是很好的資源,可以跟著影片一起做親子瑜珈或是幼兒律動和體操。王詹樣社會福利慈善基金會也提供許多網路資源,例如:《讓幼兒動起來慢飛天使健康體能魔法寶典教師手冊》,以及《童手童腳動動腦》中有關粗大動作領域的活動,都可以在加入免費會員後下載使用(http://www.wjy.org.tw/j20r/Cc1a00.do)。這次疫情,也讓大家看到遠距早期介入服務的需求,家長可以詢問你的早療團隊或單位,是否有視訊諮詢或線上課程等服務,以讓早療團隊可以持續支持家庭提供兒童學習的機會和経驗。

        和幼兒一起進行活動或安排活動,要注意幼兒先天的精熟動機,只要幼兒有動機進行活動,即會主動持續參與活動,因此增加與玩具、教材或他人互動和重複練習的機會,發展更好。精熟動機指的是幼兒與生俱來的、多面向的內在驅動力,表現出對中度挑戰或較難任務之專注、持續及投入程度,幼兒會用這樣的動力來解決問題、熟練技巧以完成任務。增進幼兒精熟動機的策略如下:1)給幼兒安排他喜歡且難易度適中的玩具、環境或活動,讓幼兒有比較多成功且愉快的經驗;2)支持和鼓勵幼兒獨自嘗試比較有挑戰性的活動,雖然幼兒可能無法成功完成活動,家長也不要太快給予過多的協助;3)要鼓勵幼兒獨立嘗試、有獨創性玩法,以及自在探索環境的動機,避免過度協助或過度指導;4)要具有敏感度與回應度:在兒童玩玩具或進行活動時,給予適當且適時的協助,以幫助幼兒成功地完成活動,透過家長適時的引導,幼兒的能力可以獲得好的提升。例如:當幼兒在串珠珠時,若家長了解他/她還不會串珠且兩手協調力不夠好,可先幫忙穩定繩子之前端,讓幼兒先練習將珠子對準及穿入繩頭內,讓幼兒有較多成功經驗;或準備洞較大或比較硬的繩子;5)讚美和鼓勵孩童有企圖嘗試具挑戰性的活動,不要只等到成功完成後才給予讚美,這樣幼兒才會更有意願對多樣活動做嘗試,也會更有動機去學習更難的事物。

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Pediatric Physical Therapists Care the Health Status of Children with Special Needs under COVID-19 (20200414)
Hua‐Fang Liao  Tze‐Hsuan Wang   Yi‐Ling Pan

       Has the Coronavirus disease (COVID-19) outbreak stopped early intervention for children with special needs? What can we do about it? In fact, as long as we follow current trends and concepts of early intervention, provide our children with learning opportunities and experiences in the natural living environment and adopt the principles and methods of home-based early intervention; the early childhood intervention will not be interrupted as worried, but can be more useful for the improved intensity and diversity. Parents or family members now have more time to accompany their children, to understand their advantages and needs, interact with them and guide their learning; parents can also help their children to learn various skills in real life, experience pleasure and sense of accomplishment from learning by making a more facilitating environment and activities and gradually reducing the degree of assistance or prompts.

     With the increasing globalization of developmental science, the role of children's living context in human development is getting more attention. Experts point out that "early childhood intervention" is different from "early childhood intervention services". "Early intervention" is for the primary caregivers, usually the parents, to support their children to gain meaningful learning opportunities and experiences in the natural environment. "Early intervention service" indicates the services for children and families who meet the qualifications for early intervention, provided by the early intervention professionals under the regulations of laws and policies. The professionals support parents to help their children continue to develop and learn from daily routines in natural settings. In fact, the early childhood intervention occurs between two early intervention services. Therefore, the more intervention, the better, but the early intervention services should be highquality, not quantity, supported by substantial empirical evidence, and the services should be provided according to the individual needs of children and families. This epidemic will affect the time and frequency of receiving early intervention services. However, as long as parents make the best use of the home environment and keep a positive attitude, the early intervention of children with special needs may not be limited. Instead, it may be a turning point to change the intervention at home in a better direction.

         The outbreak of the COVID 19 epidemic also reminded me of the "biopsychosocial model" proposed by the World Health Organization in 2001. Activities and participation are caused by the interaction between health conditions and environmental factors. For children with special needs, the environmental factors of the social distancing caused by the pandemic have significantly reduced the diversity of outdoor and community activities and frequency of participation for children. Since the environmental barriers caused the restriction of participation, parents can reduce the impact by modifying the environment.

     We recommend that on the one hand, parents increase the frequency and diversity of homebased early intervention, arrange various activities that children can participate at home so that children can continue to receive meaningful learning opportunities and experiences. On the other hand, try to reduce the negative impact of unable to participate in leisure activities and social interaction in the community. However, the most important factors for improving the quality of early childhood intervention are the health of the parents and the economic and quality of life of the family. Therefore, parents should not forget to take care of their physical and mental health first, but also allow themselves time to do what they want to do.

         Routines-based early intervention emphasizes the integration of goals of early intervention plan into family daily routines, using existing resources in the family context for children exploration and learning, allowing young children to respond to natural prompts, and repeating exercises in a real-life situation. Therefore, the daily activities of infants and young children have become a part of young children's learning, and parents should take the initiative to propose to professionals and learn how to integrate early intervention into their daily routines.

     Play and self-care are routines, and also essential content of the early intervention. Playing can promote development and health. Even if you are staying at home because of the epidemic situation, you can carefully observe the children's playing behavior and spend more time playing and interact with them. You will find that the children's motor, language, cognitive, and social functions develop through playing. The idea of " fun and educational" can only be hidden in the minds of parents. When playing with children, they must respect the children's choices based on their internal motivations, follow children’s lead, and modify accordingly. When parents feel fun from the bottom of their hearts, they will find that the real joy of playing comes from the interactive process itself, rather than having to learn something. As long as adults arouse their childlike innocence, every parent can be a playful child. Here are some tips for arranging playing activities at home. You can start with checking toys in your home, making a list, mark likes or dislikes, and the matching developmental age and place. If the child is old enough, you can discuss it with him/her to let them choose. For relatively young children, only one or two toys are given at a time and playing different toys on different days in turn so that the children will not be bored. Design games that adults can play with young children or for siblings playing together at home; games that can be played alone are good, too, for it is an ability for young children to play independently.

       Self-care is not just a skill training, its development needs the support of many other developmental skills. To develop the self-care ability of children, firstly, parents must find and create opportunities for children to participate in daily life, and accumulate enough successful experience before the caregivers can let go and let the children be independent. Self-care is not just a skill to take care of oneself. Young children can acquire various abilities in participating in self-care activities. For example, having meals can integrate a variety of skills according to different ages. Such as moving to the dining room, sitting on the chair, learning table manners, using a variety of food utensils suitable for his or her age, learning the names of food and related knowledge, talking with family members about what happened during the day to enhance familial relationships, and even help preparing and clean up before or after meals.

       Regular exercise can enhance the immunity of children and reduce the risk of infection. If the situation permits, find an outdoor space which is less crowded and with fresh air to do some leisure activities. To prevent the infection, during the epidemic, try not to let young children join group activities, and do not touch the equipment in playgrounds. Instead, doing activities that can be carried out individually, such as hiking, cycling/ scootering, and climbing. For playing ball with family, try to dribble, kick, throwing, and catching to avoid physical contact or combat with others. Clean your hands and sports equipment after exercise. When returning home from the outdoors, be sure to wash your hands and change clothes. If the home environment is available, try to allow young children to have physical play or physical activities at home for a period of time. You can turn on the music, let the children dance and sing along with the melody, or put a mattress on the floor, let the children run or do soft exercises on it, or use the sheets to play peekaboo with infants, or camping in the living room. You can also use somatosensory game machines to exercise with young children at home to increase physical fitness. Sports videos on the internet are also useful resources, and you can do parent-child yoga or rhythm and gymnastics with the videos. There are also many online resources in Taiwan provided by the Wang Zhanyang Social Welfare Charity Foundation, such as information about physical games and gross motor activities from the "Let the young children move- Magic Book of Health and Fitness for Slow Flying Angels -Teacher's Manual" and "Smart Moves, Smart Brains". You can register for the free membership and download the books online (http://www.wjy.org.tw/j20r/Cc1a00.do). This outbreak let everyone realize the needs of tele-intervention services for children with special needs. Parents can ask your early treatment team or unit, whether there is tele-intervention or distance learning related services, so that the early intervention team can continue to support families to provide children with learning opportunities and experiences.

         When arranging or doing activities with young children, be sure to pay attention to their mastery motivations. As long as the children are motivated, they will actively participate in the activities, thus increasing the opportunities for repeated manipulation and interaction with toys, teaching materials, and people, resulting in better development. Mastery motivation refers to the inherent, multi-faceted psychological force of children, as that stimulates children to attempt, in a focused and persistent manner, to solve a problem or master a skill or task which is at least moderately challenging for him or her. Young children rely on mastery motivation to solve problems, learn skills to complete the task. Here are some strategies to improve mastery motivation of young children: 1) Arrange the toys, environment or activities that the child likes and with moderate difficulty so that the child has a successful and enjoyable experience; 2) Support and encourage the child to try more challenging activities independently. Although he/she may not be able to complete the activity successfully, parents should not give too much assistance too quickly; 3) Encourage children to develop the motivation to try independently, to develop their ideas of play, and to explore the environment freely, to avoid excessive assistance or guidance from adults; 4) The adults should be sensitive and responsive: when children play toys or perform activities, give appropriate and timely assistance to help young children to succeed. Through timely guidance from parents, the ability of young children can be improved. For example, when the child is beading, if the parent understands that the child’s eyehand or bimanul coordination is not good enough, he/she can help stabilize the front end of the thread and let the child practice aligning the beads and inserting them into the end of the thread, or providing beads with larger holes and harder strings to make the child have more successful experiences; 5) Praise and encourage young children the attempt to try challenging activities, do not praise them only when they succeed, so that children will be more willing to try different things and will be more motivated to learn difficult tasks.