In the New Course of study for Kindergarten, 'The form I want you to grow by the end of earlychildhood' was presented, indicating the importance of nurturing Non cognitive skills from earlychildhood. When nurturing Non cognitive skills, it is considered necessary to take care of the development of self-esteem. In this study, we studied 'high self-esteem child image' with free description for parents and child-care workers who bring up children aged 4 and 5, clarified the viewpoint. In addition, we aimed to explore the common point between 'high self-esteem child image' and 'The form I want you to grow by the end of early childhood' and to clarify therelationship between fostering self-esteem and nurturing Non cognitive skills. As a result, from a common viewpoint, an infant who can consider not only self-assertion but also others can be regarded as high self-esteem. As a different viewpoint, Parents had grasped the relationship between the growth of infants and the height of self-esteem, Child-care workers caught the height of self-esteem by comparing the appearance of infants in group life. It was suggested that all of these figures had parts corresponding to 'The form I want you to grow by the end of early childhood', and it is related to the development of self-esteem and non-cognitive skills.

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The role of the working memory is important in the processing of multiplication tables; evidently, certain learning methods for children with difficulties in processing them could reduce load on working memory. It is obvious that such learning methods that do not require dependence on working memory are important for the children with a weak working memory capacity. By the combination of working memory and obstacle properties, I made it a type of consideration and the support that were necessary for the multiplication table. As a result, being divided into four types became very clear. In considering support for children with ADHD and ASD, it was found that in learning the multiplication tables, three viewpoints are important. The first is the learning method that I made use of a good point in. The second is security of the learning depending on a characteristic. The third is the prevention of the mistake in the multiplication table for attention and concentration．

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Research suggests that the development of female self-objectification is frequently reinforced by sexual ojectification experiences, yet prospective tests of the internal mechanism are lacking. In this study, we tested the moderating role of feminist belief and the mediating role of self-efficacy between sexual objectification experiences and female self-objectification. Female undergraduates (N=292) completed self-report measures of sexual objectification experiences, self-objectification, feminist belief and self-efficacy. Regression analysis and analyses of variance revealed that greater sexual objectification predicted higher self-objectification in female college students, and this relation was moderated by feminist belief. Specifically, for the women in high feminist belief, the effect between sexual objectification and self-objectification was significant; for the women in low feminist belief, the effect was not significant. Moreover, self-efficacy partially mediated the relation between sexual objectification and self-objectification. Results further clarify the mechanism under the relation between sexual objectification and self-objectification and underscore the importance for women to enhance feminist belief and self-efficacy and less objectify themselves.

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