代写论文：孩子的学习环境
现在，在设置学校的场所和户外环境的情况下观察孩子，确定孩子在室外环境中实际上会更加自在地学习。看到孩子在户外环境中更具互动性，并且开放地探索给小孩计数的设置，比如像处理微型玩具那样以更开放的方式进行计算。鹅卵石是孩子习惯的日常环境的一部分，所以当它和计数和保存等数学任务相结合时，孩子能够更好地运用自己的技能。发现的第二个主要观察结果是，在建立数学活动的背景下，一个新的设置可能会使孩子有一个学习曲线的设置。因此，在以不同的方式了解新技术的情况下，使用分钟玩具或使用其他东西，孩子可能需要一些时间来了解设置。然而，有趣的是，当孩子在户外进行数学活动时，他并没有面临学习曲线的需要。唯一的解释可能是孩子习惯了外面类似的活动。在询问母亲的情况下，她确认孩子和她玩过鹅卵石，从一到十数等，这也可能是孩子在室外学习时需要较少提示的原因。
代写论文：孩子的学习环境
Now in observing the child in the case of a school room like setting and the outdoor environment, it was established that the child would actually be more comfortable learning in the outdoor environment. The child was seen to be more interactive in the outdoor environment and was open to exploring the setup given to the child to count, such as pebbles in a more open way compared to how he handled the mini toys. The pebbles were part of an everyday environment the child was used to, so when that was combined with mathematical tasks such as counting and conservation, the child was able to apply his skills better. A second major observation found was that in the context of a mathematical activity set up, a new set up might tend to make the child have a learning curve to the setup. So in the context of understanding a new technique in different ways that using a min toy or by using other things, the child might take some time to understand the setup. However, it was interesting that the child did not face such a need for a learning curve when he was given math activities outdoors. The only explanation could be that the child was used to working on similar activities outside. On querying with the mother, she confirmed that the child and she have played with pebbles, counting them from one to ten etc. Thus, this could also be the reason why the child needed fewer prompts when learning in the outdoor environment.
