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.
Joyous Exploration. This is the prototype of curiosity—the recognition and desire to seek out new knowledge and information, and the subsequent joy of learning and growing.
Deprivation Sensitivity. This dimension has a distinct emotional tone, with anxiety and tension being more prominent than joy—pondering abstract or complex ideas, trying to solve problems, and seeking to reduce gaps in knowledge.
Stress Tolerance. This dimension is about the willingness to embrace the doubt, confusion, anxiety, and other forms of distress that arise from exploring new, unexpected, complex, mysterious, or obscure events.
Social Curiosity. Wanting to know what other people are thinking and doing by observing, talking, or listening in to conversations.
Thrill Seeking. The willingness to take physical, social, and financial risks to acquire varied, complex, and intense experiences.