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 trick to get around this is to move smoothly up and down the gradient of social interaction intensity, never dropping below a basic floor of presence: the sense that there are other people in the same place as you.
Instead of having two modes, “in a call” and “on my own,” we need to think about multiple ways of being together which, minimally, could be:
In a video call
In an anteroom to a video call, hearing the sound of others
In a doc together
On my desktop but with the sense that colleagues are around
And the job of the designer is to ensure that their software ensures the existence of these different contexts, instead of having the binary on-a-call/not-on-a-call, and to design the transitions between them.