What should be the sequence of introduction of new concepts to children?
Simple to complex
Classical maxims of teaching, drawn from Comenius, Pestalozzi, Herbart and Froebel, guide the order in which content is presented: from known to unknown, from simple to complex, from concrete to abstract, from particular to general and from easy to difficult. They rest on the idea that new learning must be built on what the child already understands.
Bruner's spiral curriculum and Ausubel's idea of linking new material to existing cognitive structure point the same way. A new concept should first be met in its simplest form and then gradually enriched with more elements and relations, so the sequence of introduction is from simple to complex.
Moving from unknown to known reverses the known-to-unknown maxim and leaves the child without an anchor. Going from higher order to lower order starts with the hardest thinking before the basics are in place. Abstract to concrete reverses the concrete-to-abstract maxim that Piaget's stages support, because young learners need tangible experiences before symbols.
Simple to complex option is correct.
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