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.
Repair is a neglected, poorly understood, but all-important aspect of technical craftsmanship. The sociologist Douglas Harper believes that making and repairing form a single whole; he writes of those who do both that they possess the "knowledge that allows them to see beyond the elements of a technique to its overall purpose and coherence. This knowledge is the 'live intelligence, fallibly attuned to the actual circumstances' of life. It is the knowledge in which making and fixing are parts of a continuum."
Put simply, it is by fixing things that we often get to understand how they work.