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.
What keeps me busy in my classes is trying to help my students learn how to think. They say, "Rob holds his hands like this...," and they don't know that the reason I hold my hands like this is not to make myself look that way. The end result is not to hold the gun that way; holding the gun that way is the end result of doing something else.
…The more general issue is that a person who doesn't understand the thing they're trying to copy will end up copying unimportant superficial aspects of what somebody else is doing and miss the fundamentals that drive the superficial aspects. This even happens when there are very detailed instructions. Although watching what other people do can accelerate learning, especially for beginners who have no idea what to do, there isn't a shortcut to understanding something deeply enough to facilitate doing it well that can be summed up in simple rules, like "omit needless words".