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.
You’ve likely heard of Parkinson’s Law, which states that tasks expand to fill the amount of time allocated to them. But you might not have heard of the lesser-known Parkinson’s Law of Triviality, also coined by British naval historian and author Cyril Northcote Parkinson in the 1950s.
The Law of Triviality states that the amount of time spent discussing an issue in an organization is inversely correlated to its actual importance in the scheme of things. Major, complex issues get the least discussion while simple, minor ones get the most discussion.
In biology, when researchers want to observe animals in their natural habitat, it is paramount that they find a way to do so without disturbing those animals. Otherwise, the behavior they see is unlikely to be natural, because most animals (including humans) change their behavior when they are being observed.