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.
Taking notes has always helped me zero in on the interesting questions.
In taking field notes, the way to find these peculiarities is to keep track of as many observations that may not appear at the time to be relevant at all.
I’ve been keeping journals of one sort or another since I was a teenager, and if there is one thing I can now confidently say about all this scribbling and note-taking, it is that if it wasn’t written down, it didn’t happen. The more I wrote the more that did happen, because all this process stirs up ideas. Stopping to sit and write costs time and energy, and some biologists feel that it should be discouraged.
Note-taking helped transform me from a young boy on barefoot runs who passively observed the tangled bank of the Maine woods into a naturalist-scientist who is an active participant in unraveling the mysteries of the natural world.