Between 1835 and 1850 Froebel worked on his “Gifts and Occupations” — a set of geometric blocks (Gifts) and basic craft activities (Occupations), that would become the centerpiece of his pedagogical theory. The Gifts and Occupations were introduced in a highly ordered sequence, which began in the child’s second month and concluded in the last year of kindergarten.
In real life, what significant change does occur if children are transferred from a lively city street to the usual park or to the usual public or project playground?
In most cases (not all, fortunately), the most significant change is this: The children have moved from under the eyes of a high numerical ratio of adults, into a place where the ratio of adults is low or even nil. To think this represents an improvement in city child rearing is pure daydreaming.
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.
Lecturing Birds on How to Fly, from Nassim Nicholas Taleb's Antifragile
If children started school at six months old and their teachers gave them walking lessons, within a single generation people would come to believe that humans couldn't learn to walk without going to school.
We directly establish the importance of environment by showing that exposure to innovation during childhood has significant causal effects on children's propensities to invent. Children whose families move to a high-innovation area when they are young are more likely to become inventors. These exposure effects are technology-class and gender specific.
I worked for several years as a leader of birding tours, and I have met a few sad individuals who were so focused on adding to their life lists that they would refuse to look at a bird species that they had seen before, no matter how spectacular the view or how fascinating its behavior of the moment might be. “I don’t need that bird” was their standard reply.
For a person just getting started in some area of natural history, and unabashed focus on list-chasing is a good thing, at least for a while. The trick is knowing when to stop.
Keith Brown described how he got the idea “that the maximization of daily species lists of butterflies, a seemingly unscientific goal (though much employed in a sister area, ornithology), could give a large scientific fallout."
For example, he described how six weeks’ effort in the Brazilian central plateau had turned up twenty-five species previously unknown for the area—but then he had adopted the “maximization” method, and in another six weeks, he had found nearly three hundred more species.