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.
Irwin's thinking was informed by the writings of Alfred Schutz, a follower of Husserl, ...[who] had noted that typification was at the basis of the assumption of the reversibility of perspectives, which was a condition for the possibility of intersubjective experience and the notion of a shared, commonly experienced world. It is also the first step in overcoming the specificity of the individual in favor of knowledge about groups. What is gained by this procedure is an understanding of demographics, but the cost of this understanding is a lack of emphasis on differences between individuals and their unique subjective experiences.