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.
I have a running joke that one of the most useful things I do when coaching or consulting is to say to people “Yes, that does sound like a problem. Have you tried solving it?”
Part of why this is a joke is that actually most of the useful work happens prior to the point - the hard part is actually articulating what is going wrong well enough that it seems like a soluble problem - but there is genuinely something useful about this, because often it feels people are looking for permission.
Without the external prompt, solving their problem is not something they noticed that they were allowed to do.