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.
The most serious model shortcoming is that the designer often has a vague, incompletely specified goal, or primary objective. In such cases, the hardest part of design is deciding what to design.
I came to realize that the most useful service I was performing for my client was helping him decide what he really wanted.
Today, we recognize that rapid prototyping is an essential tool for formulating precise requirements. Not only is the design process iterative; the design-goal-setting process is itself iterative. Knowing complete product requirements up front is a quite rare exception, not the norm. Therefore, goal iteration must be considered an inherent part of the design process.