1. Use all material in order to keep the idea of relation of parts to
a whole, and because all unused material is wasted material.[31]
[31] "In each construction the whole of the materials must be
used; or at least each separate piece must be arranged so as
to stand in some actual relation to the whole. While this
awakens the thinking spirit, it also strengthens and elevates
the imagination; because amidst so much variety, the
underlying unity is made visibly apparent."--Froebel's
_Letters_, tr. by Michaelis and Moore, page 72.
2. Build on the squares of the table in order to develop accuracy and
symmetry.
3. "Induce the child to form other wholes gradually and systematically
from the various parts of the cube. In doing this the laws of contrast
and development must be your guide."
KOEHLER.
4. Give names to each object constructed, thereby bringing it into
relation with the child's experience; for the miniature model serves
to interpret more clearly to him the object which it represents.
5. Connect with the child's life and sympathy in order to increase his
interest and develop the tendency to view things in their right
relations.
6. "The younger the child, the more you should talk about the thing
which you intend to construct. You should intersperse passing
observations or short songs. As the children gain intelligence, this
conversation will be replaced by more formal descriptions of the
things represented."
KOEHLER.
7. Begin with Life forms and proceed from these to forms of Beauty and
Knowledge.
8. Allow no child to rely upon the blocks of his playmates in his
building,--thus he will learn economy, self-reliance, and independence
of action.
This should not be carried too far, or rather the necessity and beauty
of interdependence should also be taught. Herein, indeed, lies more
than at first appears. To make the most out of little is the great
work of life; to be contented with what one has, and to make the best
of it with happiness and contentment is surely no small lesson, and
one which is constantly, though indirectly, taught in the kindergarten
work and plays and lessons.
9. Group work, or united building, should frequently be introduced.
"Every direction given by the kindergartner should be followed by
spontaneous work (either in word or deed) by the child. This must not
only be individual, but synthesized for the community."
10. Often encourage the class to imitate some specially attractive
form which has been produced by a child, and named according to his
fancy.
11. Accustom the child to develop figures or forms by slight changes
rather than by rudely destroying each single one preparatory to
constructing another. From learning to be strictly methodical in his
actions, he will become so in his later reasoning.
12. "Let the child, if possible, correct his own mistakes, and do not
constantly interfere with his work. Whatever he is able to do for
himself, no one should do for him."
KOEHLER.