Froebel’s Gifts were meant to be given in a particular order, growing more complex over time and teaching different lessons about shape, structure and perception along the way. A soft knitted ball could be given to a child just six weeks old, followed by a wooden ball and then a cube, illustrating similarities and differences in shapes and materials. Then kids would get a cylinder (which combines elements of both the ball and the cube) and it would blow their little minds. Some objects were pierced by strings or rods so kids could spin them and see how one shapes morphs into another when set into motion. Later came cubes made up of smaller cubes and other hybrids, showing children how parts relate to a whole through deconstruction and reassembly.
These perception-oriented “Gifts” would then give way to construction-oriented “Occupations.” Kids would be told to build things out of materials like paper, string, wire, or little sticks and peas that could be connected and stacked into structures.
Who advocates in the requirements process for the product itself—its conceptual integrity, its efficiency, its economy, it’s robustness? Often, no one. As often, an architect or engineer who can offer only opinion based on taste and instinct, unbuttressed as yet by facts. For in a classical Waterfall Model product process, requirements are set before design is begun.
The result, of course, is a grossly obese set of requirements, the union of many wish lists, assembled without constraints. Usually, the list is neither prioritized nor weighted. The social forces in the committee forbid the painful conflicts occasioned by even weighting, much less prioritizing.