Conducting classes on triz technology in kindergarten. Presentation on the topic: "specific methods and techniques for working with children using triz technology" Presentation on the topic of triz in preschool
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Innovations in TRIZ education - pedagogy Pedagogical council Using TRIZ techniques in working with preschool children Prepared by: senior educator R.A. KrutovaSlide 2
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Goal To systematize the knowledge of teachers in the field of TRIZ - pedagogy To give educators a tool for specific practical education in children of the qualities of a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their small problems.
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TRIZ methodology The TRIZ methodology was invented and developed approximately 50 years ago by Genrikh Saulovich Altshuller. It was originally created to help find solutions to technical problems and contributed to the development of thinking, flexibility, consistency, logical construction and originality. The main goal of this technique is to teach the child to think outside the box and find their own solutions.
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Preschool childhood is that special age when a child discovers the world, when significant changes occur in all spheres of his psyche (cognitive, emotional, volitional) and which manifest themselves in various types of activities: communicative, cognitive, transformative. This is the age when the ability to creatively solve problems that arise in a given situation in a child’s life (creativity) appears. Skillful use of TRIZ techniques and methods (the theory of inventive problem solving) successfully helps to develop inventive ingenuity, creative imagination, and dialectical thinking in preschoolers. The goals of TRIZ are not just to develop the imagination of children, but to teach them to think systematically, with an understanding of the processes taking place, to give educators a tool for specific practical education in children of the qualities of a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their small problems. The starting point of the TRIZ concept in relation to a preschooler is the principle of natural conformity of learning. When teaching a child, the teacher must follow his nature. TRIZ for preschoolers is a system of collective games and activities designed not to change the main program, but to maximize its effectiveness.
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“TRIZ is a controlled process of creating something new, combining precise calculation, logic, and intuition,” as the founder of the theory, G.S. Altshuller and his followers believed. The main working mechanism of TRIZ is the algorithm for solving inventive problems. Having mastered the algorithm, any problem can be solved systematically, in clear logical stages: the initial formulation of the problem is corrected; a model is built; available material and field resources are determined; IFR (ideal end result) is compiled; physical contradictions are identified and analyzed; bold, daring transformations are applied to the problem.
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Algorithm for solving inventive problems The main means of working with children is pedagogical search. The teacher should not give ready-made knowledge, reveal the truth to him, he should teach him to find it. If a child asks a question, there is no need to immediately give a ready answer. On the contrary, you need to ask him what he himself thinks about it. Invite him to reasoning. And with leading questions, lead the child to find the answer himself. If he does not ask a question, then the teacher must indicate the contradiction. Thus, he puts the child in a situation where he needs to find an answer, i.e. to some extent repeat the historical path of knowledge and transformation of an object or phenomenon. At the first stage, children are introduced to each component separately in a playful way. This helps to see contradictions in the surrounding reality and teach them to formulate them.
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Game “Yes-No” or “Guess what I wished for” For example: the teacher thinks of the word “Elephant”, children ask questions (Is it alive? Is it a plant? Is it an animal? Is it big? Does it live in hot countries? Is it an elephant?), The teacher answers only “yes” or “no” until the children guess what is planned. When the children learn to play this game, they begin to think of words for each other. These can be objects: “Shorts”, “Car”, “Rose”, “ Mushroom”, “Birch”, “Water”, “Rainbow”, etc. Exercises in finding material and field resources help children see positive and negative qualities in an object. Games: “Good - Bad”, “Black - White”, “Lawyers - Prosecutors”, etc. Game “Black and White” The teacher raises a card with a picture of a white house, and the children name the positive qualities of the object, then picks up a card with a picture of a black house and children list negative qualities. (Example: “Book.” Good – you learn a lot of interesting things from books... Bad – they tear quickly... etc.) Can be disassembled as objects: “Caterpillar”, “Wolf”, “Flower”, “ Chair”, “Tablet”, “Candy”, “Mom”, “Bird”, “Prick”, “Fight”, “Punishment”, etc. The game “Verse versa” or “flip” (played with a ball). The teacher throws the ball to the child and calls the word, and the child answers with a word of the opposite meaning and returns the ball to the leader (good - bad, build - destroy exit - entrance).
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Games for finding external and internal resources Example “Help Cinderella” Cinderella kneaded the dough. When she had to roll it out, she discovered that there was no rolling pin. And the stepmother ordered to bake pies for dinner. How should Cinderella roll out the dough? Children’s answers: we need to go to the neighbors, ask them; go to the store, buy a new one; you can use an empty bottle; or find a round log, wash it and roll it out with it; cut the dough into small pieces, and then press it with something - maybe something heavy. At the second stage, children are offered games with contradictions, which they solve using an algorithm. Example: “Scientists have developed a new breed of hare. Outwardly, he is, in general, the same as ordinary hares, but only the new hare is black. What problem will the new hare have? How to help a new hare survive?” Children's answers: (It is easier for a fox to hunt a black hare... He is especially clearly visible in the snow... Now he only needs to live underground... Or where there is no snow at all, but only black earth... And he can walk now it is necessary only at night... He needs to live with people so that they take care of him, protect him...) The beginning of thought, the beginning of intelligence is where the child sees a contradiction, “the secret of the double.” The teacher should always encourage the child to find contradictions in this or that phenomenon and resolve. Resolving contradictions is an important stage in the child’s mental activity. For this, there is a whole system of methods and techniques used by the teacher in play and fairy-tale tasks.
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The method of focal objects (MFO) is the transfer of the properties of one object or several to another. For example, a ball. What is he like? Laughing, flying, delicious; telling bedtime stories. . . This method allows you not only to develop imagination, speech, fantasy, but also to control your thinking. Using the MFO method, you can come up with a fantastic animal, come up with a name for it, who its parents are, where it will live and what it will eat, or offer pictures of “funny animals”, “pictograms”, name them and make a presentation. For example, “Left Monkey”. His parents are a lion and a monkey. Lives in hot countries. Runs very quickly on the ground and deftly climbs trees. Can quickly run away from enemies and get fruits from a tall tree... The “System Analysis” method helps to consider the world in a system, as a set of elements interconnected in a certain way, conveniently functioning with each other. Its goal is to determine the role and place of the functions of objects and their interaction for each sub-system and supra-system element. For example: System “Little Frog”, Subsystem (part of the system) – legs, eyes, circulatory system, Supersystem (a more complex system that includes the system in question) – pond. The teacher asks questions: “What would happen if all the frogs disappeared? ”, “What are they for?”, “What benefits do they bring?” (Children offer options for their answers and judgments). As a result, they come to the conclusion that everything in the world is organized systematically and if one link of this chain is broken, then another link (another system) will certainly be broken. The MMP technique (modeling with little people) is modeling processes occurring in the natural and man-made world between substances (solid – liquid – gaseous). The game “Cubes” (on the edges of which figures of “little” people and symbolic interactions between them are depicted) helps the baby make his first discoveries, conduct scientific research work at your level, get acquainted with the patterns of living and inanimate nature. With the help of such “men”, children make models of “Borscht”, “Ocean”, “Volcanic Eruption”, etc.
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Fantasy techniques: Do the opposite. This technique changes the properties and purpose of an object to the opposite, turning them into anti-objects. Example: anti-light makes objects invisible, while light makes objects visible. Increase decrease. Used to change a property of an object. With its help you can change the size, speed, strength, weight of objects. The increase or decrease can be unlimited. Dynamics - statics. Used to change the properties of an object. It is first necessary to determine which object properties are constant (static) and which are variable (dynamic). To get a fantastic object, you need to use the “dynamic” technique to transform constant properties into variables, and using the “static” technique, transform variable properties into constants. Example: A computer modified according to the “dynamic” method could change shape (transform into something). And a person modified according to the “static” method would have the same height (the height of an adult) all his life, starting from the age of one year. A special stage in the work of a TRIZ teacher is working with fairy tales, solving fairytale problems and inventing new fairy tales using special techniques.
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Collage of fairy tales Inventing a new fairy tale based on fairy tales already known to children. “This is what happened to our book of fairy tales. All the pages in it were mixed up and the evil wizard turned Pinocchio, Little Red Riding Hood and Kolobok into mice. They grieved, grieved and decided to look for salvation. They met old man Hottabych, but he forgot the spell...” Then the creative joint work of children and the teacher begins. Familiar characters in new circumstances. This method develops imagination, breaks the usual stereotypes in children, creates conditions under which the main characters remain, but find themselves in new circumstances, which can be fantastic and incredible. Fairy tale " Swan geese". New situation: a gray wolf meets on the girl’s path. A fairy tale from a poem (by E. Stefanovich) - Not a healer, not a witch, not a witch, But the Spoon knows about everything that is in the Bowl. (Early in the morning the spoon turned from an ordinary one into a magical one and became invisible...)
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Rescue situations in fairy tales This method serves as a prerequisite for composing all kinds of plots and endings. In addition to the ability to compose, the child learns to find a way out of sometimes difficult circumstances. “One day a kitten decided to swim. He swam very far from the shore. Suddenly a storm began, and he began to drown...” Offer your options for saving a kitten. Fairy tales, in a new way. This method helps to take a fresh look at familiar plots. An old fairy tale - “Little Khavroshechka” A fairy tale in a new way – “Khavroshechka is evil and lazy.” Tales from “living” drops and blot. First you need to teach children how to make blots (black, multi-colored). Then even a three-year-old child, looking at them, can see images, objects or their individual details and answer the questions: “What does your or my blot look like?” “Who or what does it remind you of?” Then you can move on to the next stage - tracing or finishing the blots. Images of “living” drops and blots help to compose a fairy tale.
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Modeling fairy tales First, it is necessary to teach preschoolers how to compose a fairy tale using a subject-based schematic model. For example, show some object or picture that should become the starting point of a child’s imagination. Example: a black house (this could be the house of Baba Yaga or someone else, and it is black because the one who lives in it is evil...) At the next stage, you can offer several cards with ready-made schematic images of heroes (people, animals, fairy-tale characters, phenomena, magical objects). Children just have to make a choice and inventing a fairy tale will go faster. When children master a simplified version of working with diagrams for a fairy tale, they will be able to independently draw a diagram for their invented fairy tale story and tell it based on the model. The work of a TRIZ teacher involves conversations with children on historical topics: “A Journey into the Past of Clothes,” “Utensils Tell About Their Birth,” “The History of a Pencil,” etc. Examining an object in its temporal development allows us to understand the reason for constant improvements and inventions. Children begin to understand that inventing means resolving a contradiction.On walks with preschoolers, it is recommended to use various techniques that activate children's imagination: revitalization, dynamization, changing the laws of nature, increasing or decreasing the degree of influence of an object, etc.
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On walks with preschoolers, it is recommended to use various techniques that activate children's imagination: revitalization, dynamization, changing the laws of nature, increasing or decreasing the degree of impact of an object, etc. For example, the teacher turns to the children: “let’s bring the tree to life: who is its mother? Who are its friends? What is it arguing with the wind about? What can the tree tell us?” You can use the technique of empathy: Children imagine themselves in the place of what they are observing: “What if you turned into a flower? What do you dream about? Who are you afraid of? Someone you love?" In the development of the mental activity of preschoolers, a special role is played by entertaining tasks and educational games that contribute to the development of creative and independent thinking, reflection, and in general, the formation of intellectual readiness for learning at school.
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Preparatory stage You can start with game exercises like “Complete the drawing”, “Complete the construction”, “Make a picture from geometric shapes”, “What does it look like?”, “Find similarities”, “Find differences”. To further develop creativity, imagination, independence, attention, and intelligence, tasks with counting sticks are offered. First, simple ones (“build a house of 6, 12 sticks”), then more complex ones (which stick should be placed so that the house faces the other direction?). At the main stage, it is advisable to use games - puzzles (arithmetic, geometric, alphabetic, with laces), chess; writing riddles and composing and solving crossword puzzles. A riddle is a serious exercise for the mind, the most important way to increase knowledge and a means of exercising wit. “Riddlers-recognition” Who knocks like a drum On a pine tree. . .(woodpecker) Ay, what a great fellow I am, Red, round. (tomato) Children really like such riddles, they raise their emotional mood, teach them to concentrate and be mentally active. Games and exercises help teach children to classify and establish cause-and-effect relationships: “What’s extra?”, “What’s first, what’s next?”, “What figure should be put in an empty cell?” Games: “Logic Train”, “Big Lu – Lu”. Children make up a logical chain of words from pictures, explaining how they are connected. Example: book – tree – linden – tea – glass – water – river – stone – tower – princess and etc. When preparing children for school, it is advisable to use exercises and tasks: For general development; For testing the inertia of thinking; For the use of fantasy techniques.
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In order to obtain the necessary skills in using TRIZ techniques and methods, it is good to use “mind simulators” Set of exercises “Mind simulator”: Trainer 1. 1. Repeat the words in the same order (no more than 6 words) Window, ship, pen, coat, clock; 2. Remember what your kitchen looks like. Without going there, list 10-15 items that are in sight (you can clarify the details: color, size, shape, special features). 3. One of these words is redundant. Which one? - Bread, coffee, iron, meat. Why?
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Trainer 2. (Exercises with numbers) 1. How to get numbers: 0, 2, 5 ..., using numbers and mathematical signs. 2. Continue the number series 2, 4, 6, ... 3. What number should be in place of the question mark? (Count by columns) 358 61? 141 4. Game “Skeleton” Certain combinations of consonants are offered. For example: KNT or ZB. To find a word, you need to add vowels to it. You can get the words: KNT (rope, whip, edge) ZB (tooth, goiter, hut, chill ) 5. Difficult task (after a walk) 1. How many men, women, children did you meet or saw? 2. What cars were parked, which ones drove past? 3. Did anyone walk with a dog? Describe it. 4. Were there any cyclists on the street? 5. Were there people with baby strollers? Look at the picture and make up a story. For example: a traveler is packing a backpack for a hike: he has prepared a hatchet, a knife, a rope, he cannot find the second shoe, and the clock shows that in 15 minutes he must leave, etc. .d. Make up a fairy tale using the objects depicted (bell, ladder, crown, basket of apples, jug, comb, rose, snake, axe, chest).
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Trainer 3. 1. Compose an advertisement for a newspaper so that the phrases begin with the same letter. Example: for sale is a singing fluffy parrot, Painka, five years old, half-green. Prefers to eat cookies and drink Pepsi-Cola. Please come take a look. Text of the telegram: Urgent message: “The dog Drying has run away, light brown, medium height. Please inform me urgently. I miss you” 2. Make a chain of words (association) Original word. Book - leaf - tree - linden - tea Trainer 4. Tasks to test the inertia of thinking You need to quickly answer the questions of the tasks. You can think about it, but not for long. 1. How many fingers are there on 2 hands, and on 4? 2. He is sitting in a swamp speaking French. Who is this? (explain since when the frogs began to speak, and in French too). How can a deaf-mute person in a hardware store explain to the salesperson that he needs a hammer, and how can a blind person ask for scissors?
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Simulator 5. Systematicity and system analysis. 1. Find the extra word in each line Chair, table, snake, tripod, horse (common subsystem - legs). Flask, desert, sea, aquarium, bottle (common subsystem - water). 2. I propose a system, select the words included in this system: Forest - hunter, wolf, trees, bushes, path. River - bank, fish, fisherman, water, mud. City - cars, buildings, streets, bicycles, etc. 3. Make a chain of subsystems for the “table lamp” system. This could be the following chain: table lamp - light - lamp - glass, etc.
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Simulator 6. Fantasy techniques. “Perspective” technique: “See what happens.” Aliens arrived from a distant planet and landed in our city. They have some insidious plans and to fulfill their secret plans they turned off the lights in the entire city. The city is plunged into darkness: the lamps and lanterns are not shining. In order to prevent aliens from taking over a city (country), you must somehow get to where they turned off the power system, turn it on and stop their plans. How to do it? At the same time, they will not fall into the hands of aliens, and they navigate very well in the dark. The technique of “magnification” or “fiction”. Waking up one morning, the residents of our city saw that the grass in the city had “grown to the fifth floor”. What will happen next? Who will like it and who will not? What problems will the city residents have? will there be consequences? The “reduction” technique. Invite children to reduce all the cars in the city to the size of children's, toy cars. How will people then solve transport problems? How to use smaller cars? After the practical use of the “mind simulators,” game training is conducted to test the ability to master creative thinking skills. “ATTENTION! RATING!" The use of TRIZ methods and techniques in our work allows us to note that children have almost no psychological barriers, but older preschoolers already have them. TRIZ allows you to remove these barriers, remove the fear of the new, the unknown, and form the perception of life and educational problems not as insurmountable obstacles, but as regular tasks that need to be solved. In addition, TRIZ implies the humanistic nature of learning, based on solving relevant and useful problems for others. Teacher Fatkulina V.V.
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Lesson 1 Contradictions in the weather 1. Introduction to the teacher's assistant 2. Dialogue with the Toy about the weather 3. Outdoor game “Sun and Rain” 4. Discussion with children about contradictions in the weather 5. Summing up Lesson 2 Contradictions in objects 1. Classification of toys according to different signs 2. Outdoor game “Run away!” 3. Discussion of contradictions in subjects
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Lesson 3 Contradictions in objects (continued) 1. Conversation about professions 2. Game “Tamers” 3. Didactic game “Shop” 4. Summing up Lesson 4 Contradictions in situations 1. Contradictions in illness 2. Game “Cold” 3. Analysis of situations 4. Summing up
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Lesson 5 Contradictions in size 1. Analysis of the problem situation 2. Game “Big - small” 3. Exercise “Place in order” 4. Summing up Lesson 6 Contradictions in quantity 1. Analysis of the problem situation 2. Game “Many - little” 3. Contradictions in number 4. Summing up Lesson 10 Subsystems of objects: object “teapot” 1. Discussion “Which teapot is better?” 2. Relay game “Fill the kettle” 3. Analysis of subsystems 4. Summing up Lesson 11 Subsystems of objects: object “car” 1. Analysis of subsystems 2. Game “Traffic light” 3. Discussion “What types of cars are there according to their purpose” 4. Summing up Lesson 14 Solid and liquid people 1. Solving a problem situation 2. Comparing solid and liquid substances 3. Game “Freeze” 4. Modeling the situation 5. Summing up Slide 30
Exercises using the TRIZ method. The older sister locked herself in the room and did not let her brother in. How can a child solve a problem? You can complain to your mother, bang on the door, cry... The boy found an effective way. Moving a chair to the door, he told the girl: “That’s it, now you’re locked and you won’t be able to get out.” The door immediately opened. The TRIZ methodology is aimed at teaching preschoolers to find non-standard and effective ways to solve problems. Exercises to reveal the functions of an object 1. “What can he do?” The presenter names the object, and the children tell what he can do. For example, a bicycle can roll, carry cargo, fall, it can be disassembled for spare parts, donated, exchanged, etc. Invite the children to place the object in a fantasy setting. For example, a bicycle can be “gifted” to Little Red Riding Hood. How would a bike help her? 2. "My friends." The presenter “turns” into some object and “looks” for friends. - I am a merman. My friends are those who live in the water. Children run up or approach the leader, naming suitable objects. It is better to study using the TRIZ method with a group of children. This way they will learn from each other. But doing tasks only with your mother contributes to the development of non-standard, creative thinking.
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Exercises to find ways to develop the situation 1. “What was - what has become.” You can invite children to name objects made from the named material: - What is made of wood? (paper, furniture, matches). - It was a grain, but it became... (a tree) - What was a lot, but became little? (Stars, because they are not visible during the day; snow, because it has melted, etc. - It was green, but became yellow. What is it? Task option: we name the object, and the children tell what it is made of. 2. " "Locomotive". Children are offered cards depicting objects in different time periods. For example: a grain, a spikelet, flour, dough, a pie. Children make up a "train". There are many variants of tasks, all of them are aimed at developing the concepts of "object in the past", "object in the present”, “object in the future”.
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Exercises to identify connections between objects and their resources 1. “Help Cinderella” (finding internal and external resources for solving a problem) The evil stepmother told Cinderella to bake pies for lunch. Cinderella kneaded the dough and made the filling. Now she needs to roll out the dough, but there is no rolling pin anywhere. Probably, the mischievous sisters hid the rolling pin specifically to annoy poor Cinderella. What to do now? Options: ask your neighbors, buy a new one at the store, make it yourself from a log or bottle, form cakes by hand, etc. 2. “Collage from fairy tales” Dunno, Kolobok and Buratino lived in a wonderful forest. One day Kolobok went into the forest to pick mushrooms and did not return. Dunno and Pinocchio went to look for him. They see Little Red Riding Hood coming towards them and crying bitterly... Then the fairy tale continues together with the child. 3. “Familiar heroes in new circumstances.” We invite children to fantasize about the actions and behavior of a fairy-tale hero in a different setting. Example. Winnie the Pooh found some shoes in the forest and decided to try them on. I just didn’t know they were magical. And he ended up in Africa. There are palm trees and tropical plants around. The little bear was surprised, he goes and is surprised at everything. Suddenly he sees the fire burning. And Barmaley is jumping around the fire. 4. "Auction". Various items are up for auction. They can be real or drawn. Children need to describe the possibilities of their use. The last one to suggest a way to use the item takes it. - What can you do with a spoon? (eat, stir, dig, etc.)
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Kindergarten "SOLNYSHKO" p. Vagai TRIZ technologies in kindergarten Belova Rimma Ruslanovna, teacher
TRIZ - theory of solving inventive problems TRIZ (theory of solving inventive problems) technology was developed by science fiction writer Heinrich Altshuller (10/15/1926 - 09/24/1998). The technology was designed for an adult audience, but recently the TRIZ method has become very popular in kindergartens. TRIZ pedagogy was specially developed for this purpose. Its meaning is the development of the child’s creative abilities. Without disrupting the gameplay, and without losing interest in activities for preschoolers, the child develops intellectually, learns new things and adapts to many situations that he may encounter in his future adult life.
The purpose of using TRIZ in kindergarten is to develop the qualities of thinking. The uniqueness of TRIZ technology is that it can be used in the work of both experienced teachers and beginners Flexibility Mobility Systematicity Dialecticality Search activity Striving for novelty Speech development Development of creative imagination
TRIZ is a set of methods that allow you to solve these most inventive problems Method of solving contradictions Morphological analysis Method of focal objects Simple fantasy techniques System operator Brainstorming Catalog method Resource method Little men method Synectics
Method of resolving contradictions Teaches a preschooler to constantly find good and bad sides in the same object or action. The game “Good - Bad” leads children to understand the contradictions in the world around them (For example, rain: waters plants, refreshes the air, fills rivers with water - good; people get wet in the rain, dirty puddles, cold - bad).
Morphological analysis The essence is to combine different options for the characteristics of a certain object. The goal is to identify all possible facts for solving this problem that could have been missed during a simple search. For example, let's invent a new chair. On the left we write possible shapes (circle, square, cube), and on the right - the possible material from which it can be made (glass, sponge, iron, paper).
Synectics are analogy methods that develop memory, thinking, and imagination.
Focal object method Helps remove psychological inertia. An object for improvement is given, and the properties of another object, which is in no way connected with it, are transferred to it. Unexpected combinations produce interesting results. For example, an apple is a pillow. Select 5-10 definitions for each of them, and then swap the objects. After the resulting combination, it is necessary to give the object the necessary qualities: a soft apple (needs to be baked in the oven), a round pillow (sewn from circles).
Simple techniques of fantasy Techniques of fantasy Artistic image Discussion with children of the consequences of changes Change in size (reduction, increase) Thumbelina, Turnip How change can be practically used Change in structure (crushing, combining) Losharik, self-assembled tablecloth Scope of application of the resulting images Change in mobility (revitalization, petrification) Stove at Emelya, Stone Flower Creation of problematic situations by changes Special (S) and universal (U) magic S - boots-running U - magic wand Magic has limitations Transformation of the properties of time The Tale of Lost Time, Peter Pan Possibility of transforming objects Fantasy techniques are based on physical transformations of objects and their parts, features, places of events:
System operator Or “system elevator”. Teaches you to be able to analyze and describe the system of connections of any object in the material world. Stage 3 Supersystem in the past Habitat Supersystem in the present Habitat Supersystem in the future Habitat Stage 1 System in the past Who was he? System in the present Who? System in the future Who will it be? Stage 2 Subsystem in the past Parts Subsystem in the past Parts Subsystem in the future Parts
Where can I meet you? Forest, park Where can I meet? Forest, park Where can I meet? Forest, park What happened? Sprout What? Tree What will happen? Stump What parts does it consist of? Root, stem, buds What parts does it consist of? Roots, trunk, branches, leaves What parts does it consist of? Root, snag The method of system analysis allows you to introduce the parts of an object, consider the object in dynamics, see it simultaneously in a functional, structural and temporal aspect. Is central to the exercise of developing systemic logical analysis
Brainstorming This is a collective discussion of a problem situation. During a brainstorming session, mental activity is activated; it makes it possible to make any assumption that will be accepted for discussion without criticism. For example, a brainstorming topic could be “How to catch a mouse?”
Catalog method Or the “snowball” method. In the process of solving a problem, a layer of events occurs. To create characters, objects, and situations in an event, a children's book with a minimum of illustrations, prosaic if possible, is used. The adult asks questions about the future plot of the fairy tale (Who are we writing about? What is he like? Who were his friends? Who interfered with them? How did it all end?), and the children look for the answer in the book, randomly pointing their finger to any place in the text
The resource method teaches you to identify the capabilities of an object and come up with ways to use its resources in problem situations. At the same time, the “energy of the fields” begins to operate.
Resources have energy fields Mechanical - physical impact; Acoustic – sound impact; Thermal – heating, cooling; Electrical – use of current energy; Magnetic – the use of magnetic attraction. To prevent an unfavorable action and obtain a favorable result, it is proposed to replace (or introduce) the action of any field
The “little men” method A technique that allows you to explain and model the internal structure of objects and the interactions between them, allows you to clearly describe the state of aggregation of a substance (solid, liquid, gaseous). All objects consist of many little people, and the state of the substance depends on how they behave and what commands they obey.
The people of the gaseous substance are very restless. They love to jump, run, fly. The people of the liquid substance stand next to each other without holding hands, so they are easy to separate. The people of the solid substance hold hands tightly - that’s why the object is solid. It takes effort to separate it.
Stages of the “little men” method Modeling an object, a substance: Modeling the processes occurring with a substance: Modeling the processes of interaction of two objects: a solid body - paper, a liquid body - water. The paper is torn and water is pouring out. paper absorbs water Processes of interaction of objects and substances: “+” – connection, “-” – separation, “0” - neutral
All of the listed TRIZ methods are implemented in stages, depending on the level of preparedness of the children: Stage 1 – the teacher himself tells and shows what he is doing (with the help of a Toy Assistant); Stage 2 – the actions of the adult are supplemented by children; Stage 3 – the children themselves perform actions or create situations, and the teacher complements, clarifies and expands the children’s ideas; Stage 4 – the child independently performs actions on a problem or situation.
TRIZ methods help to implement various manuals: Rings of Lull “Magic Path”
GOOD LUCK IN YOUR WORK!
As we all know, one of the main targets of the Federal State Educational Standard for Preschool Education is the development of a child’s creative abilities, and the use of TRIZ technology is one of the best ways to inspire a creative personality!
In what educational areas can we use elements of TRIZ technology? In Cognitive and speech development; In communicative and personal development; In artistic and aesthetic development; In physical development; - That is, in all educational areas!!!
Not just to develop children’s imagination, but to teach them to think systematically, with an understanding of the processes taking place. To give educators a tool for specific practical education in children of the qualities of a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their small problems.
The starting point of the TRIZ concept in relation to preschoolers is the principle of natural conformity of learning. When teaching a child, the teacher must follow his nature, understanding that the preschooler accepts the educational program to the extent that it becomes his own.
This is a program of collective games and activities with detailed methodological recommendations for educators. All activities and games require the child to independently choose a topic, material and type of activity. They teach children to identify contradictory properties of objects and phenomena and resolve these contradictions. Resolving contradictions is the key to creative thinking.
Stage 2 is the “mystery of the double” or the identification of contradictions in an object, a phenomenon, when something in it is good and something is bad, something is harmful, something interferes, and something is needed. For example: “Good-bad.” Stage 3 – resolution of contradictions. For example, the task: “How can you transfer water in a sieve?”
Stage 4 – invention. The main task: to teach children to search and find their own solution. Children's inventiveness is expressed in creative imagination, in thinking, in coming up with something new. For example: Design a new study chair that you would like to sit on. Come up with a new toy, etc.
Stage 6 - based on acquired knowledge, intuition, using original solutions to problems, the child learns to find a way out of any difficult situation. Here the teacher only observes, the child relies on his own strength, his mental and creative potential.
1. Solving creative and inventive problems of any complexity and direction without enumerating options. 2. Forecasting the development of technical systems (TS) and obtaining promising solutions (including fundamentally new ones). 3. Development of the qualities of a creative personality.
Minimum communication of information, maximum reasoning. The optimal form of organizing a discussion of problem situations is brainstorming. Systematic approach (everything in the world is interconnected, and any phenomenon must be considered in its development). Inclusion in the process of cognition of all mental operations and means of perception accessible to the child (analyzers, cause-and-effect inferences and conclusions made independently; subject-schematic visualization). Mandatory activation of creative imagination.
An opportunity to prove yourself. The desire to receive new information about the environment. Develops the need for cognitive activity. Gives you the opportunity to create and create. Helps develop analytical skills. Develop the ability to develop and prove your point of view.
1. Search for the essence. Children are presented with a problem (question) that needs to be solved. And everyone is looking for different solutions, for what is true. 2. “The Mystery of the Double” - identifying contradictions: good and bad. For example: the sun is good and bad. Good - it warms, bad - it can burn 3. Resolving contradictions (with the help of games and fairy tales). For example: you need a large umbrella to hide under it from the rain, but you also need a small one to carry it in your bag. The solution to this contradiction is a folding umbrella.
1. The principle of freedom of choice in any teaching or control action is to give the child the right to choose. 2. The principle of openness is necessary to provide the child with the opportunity to work with open problems (those that do not have a single correct solution). The terms of the creative task must include different solution options.
3. The principle of feedback, the teacher can regularly monitor the process of children mastering mental operations, since new creative tasks contain elements of previous ones. 4. The principle of ideality: creative tasks do not require special equipment and can be part of any lesson, which allows you to make maximum use of the capabilities, knowledge and interests of children.
6. The principle of natural conformity of learning. When teaching a child, the teacher must follow his nature. This principle presupposes the need to raise a child in accordance with the objective laws of human development in the surrounding world, i.e. taking into account age and individual approaches. 5. The principle of activity: practical activity must be included in any creative task.
“Search for analogues” it is necessary to name the object and as many of its analogues as possible, similar to it in various essential characteristics. For example: the ball is an apple (shaped), a hare (jumps), a tire (made of rubber). “Search for the opposite object” it is necessary to name the object and as many other objects as possible that are opposite to it. For example: snow wool (cold warm), coal (white black), metal (light heavy), stone (soft hard).
“Good-bad” takes an object that does not evoke strong positive or negative associations among players and names as many of its positive and negative aspects as possible. “Pick Three”: from five random words you need to choose three and tell them what they are for and how they can interact.
“Search for common features”: two objects are taken that are far from each other on the semantic axis; it is necessary to find as many common features as possible for them. “Yes-No” players solve the mystery set by the presenter. To do this, players ask the presenter questions in such a form that he can answer Yes or No. “What can it do?” The presenter names the object. Children must determine what the object can do or what is done with its help.
"The 4th is extra." The didactic game teaches how to group objects by elimination, trains attention, memory, the ability to compare, highlight similarities and differences between objects, and enriches knowledge about the world around us. “What happens...” What happens (green, yellow, red, salty, wet, round,...)? “What could it be?” The teacher names the object, and the child continues to name its properties.
“Benefit - harm” The teacher names the object, and the children, depending on the property of the object, explain its benefits and harm. “Transform yourself” For example: a child turns into a flower... What does he dream about? What does he see at night? Who is he afraid of? What are the petals whispering about? “Who has whom?” The teacher throws the ball to all the children in turn, naming the animal, and the child, returning the ball, names its cub.
Activation of children's cognitive activity; - creation of motivational guidelines for the manifestation of creativity; - creating conditions for the development of the figurative side of children’s speech (enriching the vocabulary of evaluative vocabulary, words with a figurative meaning, synonyms and antonyms); -increasing the efficiency of mastering all language means; -formation of awareness in the construction of lexical and grammatical constructions; -development of flexibility of analytical-synthetic operations in mental activity.
Children's range of ideas is enriched, their vocabulary grows, and their creative abilities develop. TRIZ helps to form dialectics and logic, helps to overcome shyness, isolation, and timidity; The little person learns to defend his point of view, and when he finds himself in difficult situations, to independently find original solutions. TRIZ promotes the development of visual-figurative, causal, heuristic thinking; memory, imagination, affects other mental processes.
The minds of children are free from stereotypes and patterns; they are truly active and open to learning about the vast world around them. The unconventional worldview allows children to have charming spontaneity and purity, amazing ingenuity, the ability to be surprised and notice what serious adults sometimes cannot see. It is not for nothing that they say that the truth speaks through the mouth of a baby. In recent decades, one of the most popular methods in kindergartens has been a version of the TRIZ technology (theory of inventive problem solving) adapted for preschoolers, aimed at unleashing the creative potential of children, which is very important.
Goals and objectives of TRIZ pedagogy in kindergarten
The theory of inventive problem solving (TRIZ) was born in the fifties of the twentieth century thanks to the intellectual efforts of the domestic scientist and science fiction writer Genrikh Saulovich Altshuller, who developed this concept based on the thesis “creativity in everything” - in the formulation of the question, presentation of material, techniques and working methods. He relied on the statement of L. S. Vygotsky that the child perceives programmatic moments of learning to the extent that they correspond to the nature of his “I”, that is, the teacher must work in accordance with the principle of natural conformity. TRIZ methods and techniques have universal properties, have different levels of complexity, and are used in kindergartens from the age of three.
Every child is initially talented and even brilliant, but he must be taught to navigate the modern world in order to achieve maximum effect with a minimum of costs.
G. S. Altshuller
Genrikh Saulovich Altshuller was an outstanding scientist, distinguished by kindness and foresight.
The strategic goal of TRIZ pedagogy is the comprehensive development of the child’s creative abilities. Objectives of using TRIZ technology:
- development of non-standard, systematic, uninhibited, wide-ranging, flexible thinking, the ability to track subtle cause-and-effect relationships, to see the logical patterns of occurring phenomena and events;
- formation of a holistic picture of the world;
- nurturing interest in search activities and the desire to develop unusual solutions to a problem;
- development of speech, memory, creative imagination.
The strategic goal of TRIZ pedagogy is the development of the child’s creative potential
The fundamental difference between TRIZ and generally accepted traditional methods of teaching and upbringing is the desire to develop the heuristic skill of independently searching for answers to questions, identifying the problematic grain of a problem, and not automatically and thoughtlessly reproducing the algorithm proposed by adults.
The algorithm for solving any problem is built in a certain logical sequence of stages:
- Competent formulation of the task, identification of the problem (by solving riddles, deciphering metaphors, children independently determine the tasks).
- Identifying and understanding contradictions (good-bad, good-evil).
- Identification of resources (children find out what an object can do and what actions it performs).
- Expected optimal result (expectations based on actual conditions).
- Modeling of various solution options, resolving contradictions (exercises, role-playing games, puzzles, rebuses, etc.).
- Unexpected, bold solutions.
TRIZ technology can be an effective tool for developing analytical and structural thinking
Advantages of using TRIZ elements:
- is a universal toolkit applicable during compulsory classes, gaming activities, and routine moments;
- allows you to reveal the individuality of each child;
- stimulates the exchange of original ideas;
- helps you feel the taste of success in achieving your goals;
- stimulates creatively active independent thinking;
- develops children's imagination, which is embodied in playful, practical, artistic activities;
- helps to form a personality capable of offering a non-standard solution, finding a way out of a difficult situation, and helping others look at the problem from a different angle.
Video: Five steps to creative thinking (master class)
Video: lesson with TRIZ elements (the world around us)
Methods and techniques of TRIZ technology
Let there be as many creative people as possible; the creator will always understand the creator. And the world will change for the better.
L. E. Belousova
Brainstorm
Brainstorming - from a large number of proposed solutions and creative ideas, the most promising ones from a practical point of view are selected. This method can be called a “magic wand”, since with its help children can find a way out of a difficult situation (how to save the Snow Maiden, how to paint without a brush, how to transfer water in a sieve, etc.).
Organizing and conducting brainstorming:
- Preparatory stage:
- clear and understandable formulation of the problem,
- formation of a team of participants and distribution of roles,
- selection of a leader.
- Main stage. The teacher encourages the creative passion and enthusiasm of his students, does not criticize, evaluate, or limit the thoughts and suggestions expressed. Even the most absurd and daring ideas are listened to and accepted for discussion. Contents of the main stage:
- development,
- combination,
- optimization of ideas.
- The final stage:
- critical analysis,
- grade,
- selection of the most valuable ideas.
During a brainstorming session, the most promising ideas are selected from a large number of proposed solutions.
Examples of questions for discussion:
- how to prevent a bear from destroying a tower;
- how to perform a melody without musical instruments;
- how to tell a fairy tale without words;
- how to draw without paints;
- where to find summer in winter;
- how not to stain the floor with dirty shoe soles.
Synectics
The method was officially proposed by William Gordon in the early sixties. The purpose of the method is to introduce you to the unfamiliar, to distance yourself from the familiar. According to the author, analogies will help develop a child’s creative abilities:
Developed in the thirties of the twentieth century by Berlin University professor E. Kunze, it is used in the development of creative writing skills, when children compose a new, often unpredictable fairy tale plot from random words chosen at random from a book that denote characters, objects, actions, etc.
The catalog method promotes the development of children's imagination
Focal object method
It is a logical continuation of the catalog method. The method helps to overcome inertia of thinking and develop imagination, since children are given the task of transferring the properties of one object to another, which, of course, breaks perception stereotypes. Object cards are used for games; children name the characteristic features of these objects, then transfer them to other objects.
- Game "Surprise" (senior group). The material is cards with images of various objects (an elegant dress, a children's car, a bright ball, a balloon, a doll, a book, etc.). Two participants choose cards and name the characteristics of the objects depicted, for example, “a beautiful, fast car with automatic control” or “an interesting, large book with fairy tales.” Then the teacher invites the children to “exchange” properties and talk about their objects again, but with new characteristics: “I have a beautiful book with automatic control, which itself tells fairy tales. And I have a big car for fairy-tale characters.”
- The game “Inventors” (middle group) invites kids to design pieces of furniture, technical devices, unusual buildings, come up with a non-existent fantastic animal, for example, “Monkey Hare” - born in the family of a hare and a monkey, lives in the forest, runs fast, deftly climbs trees, jumping from branch to branch, loves sweet fruits and juicy vegetables.
System analysis (system operator)
The method helps to form a holistic picture of the world, develops “multi-screen” thinking, as it teaches you to see the interaction of objects in unity and opposition, to be aware of the movement of time, as well as to understand and evaluate the role and place of each object. Meaning of System Analysis:
- Helps to understand what parts (subsystem) it consists of and what whole (supersystem) the object (system) is an element of; introduces the actions and functional properties of individual parts, allows you to understand what subsystems and systems these parts are combined into, what vertical (from bottom to top) they form.
System operator. Object - fox
- Promotes the formation of the ability to analyze the actions of an object taking into account the time scale (past, present, future) at the system, subsystem and subsystem level.
System object (timeline). Object - bow
- System: hare.
- Subsystem: eyes, nose, long ears, soft paws, fluffy tail.
- Supersystem: forest animals.
- Past: the hare used to be a little bunny, a mother hare took care of him, she fed him milk, taught him how to get food, and hide from predatory animals.
- Present: now the hare is an adult, he is beautiful, strong, dexterous and fluffy.
- Future: the hare will grow up, turn into an old, wise hare who will take care of his grandchildren.
- Antisystem: the hare is afraid of the wolf, therefore the wolf hunts the hare and can eat it.
When working with older preschoolers, an expanded, nine-screen version of the “Magic Screen” technique is used; for younger preschoolers, three or five elements are used, located in a horizontal or vertical row. In a similar way, you can build an interesting educational conversation during games and walks, for example, about why it rains, snowflakes fall, a rainbow appears, birds and butterflies fly, trees and flowers grow, etc.
How to master systems analysis: Lull rings
Lull rings help master systemic thinking - an effective multifunctional gaming aid that is used in all types of educational activities (mathematics, speech development, music education, literacy training) and consists of three rotating circular zones:
- small circle - cards depicting objects participating in the role-playing game (fairy-tale characters, person, animal, object, etc.);
- middle circle - attributes for the game (magic wand, steering wheel, syringe, hole, nest, etc.);
- large circle - actions of objects (saves the princess, rides, heals, runs, etc.).
Lull Rings are an effective multifunctional gaming aid that is used in all types of educational activities.
- Game "Fairy tale in a new way." Two rings are untwisted, then the child models a story using a randomly drawn combination of two cards (a fairy-tale hero and a fairy-tale attribute). You need to compose the plot of a fairy tale, considering, for example, such unusual pairs as Cinderella and the Golden Key, Pinocchio and running boots, Cheburashka and a flying carpet, etc.
- Game "Who's whose cub." Circles with images of animals and babies. A paradoxical situation is discussed, for example: “How will hares raise a wolf cub, and a hen a fox?”
Video: Lull rings
Morphological analysis
Morphological analysis is a combinatorial method, the essence of which involves the birth of a new original creative solution or image through a systematic search of all theoretically possible options for a solution or characteristics of an object. The morphological table consists of two coordinate axes - horizontal (object) and vertical (features). The morphological box includes a larger number of axial lines, for example, there can be several objects (child, teenager, old man), the list of characteristics expands (clothing, method of movement, appearance, character).
Example: an arbitrary choice of characteristics gives very interesting new images, for example, Carlson is a cute, obedient child, dressed in a festive suit, living in an enchanted castle and moving around on roller skates. Such a fun game opens up new opportunities for children's artistic experimentation and development of imagination.
The morphological table consists of two coordinate axes - horizontal (flower) and vertical (color, shape, quantity, shape)
Danetka
More of a game than a method, Danetka teaches you to formulate questions accurately and clearly, highlight the most significant features, and systematize objects according to general characteristics.
Rules: children guess the object using leading questions that they themselves formulate; you can only answer “yes” or “no.” Initially, questions of a general nature are posed (is this a person, an animal, a mechanism, a plant, etc.), then more focused and clarifying ones.
Danetka is a method that teaches you to formulate questions accurately and clearly, find the most important signs, and systematize objects according to general characteristics.
"Gold fish"
The method teaches you to differentiate between the real and fantastic worlds, to see the interpenetration and intertwining of these two worlds. Analysis of the fairy tale from the point of view of separating real and fantastic events:
- the old man cast a net and pulled out a fish - a real situation;
- I caught a talking Goldfish - unrealistic, since aquarium fish do not live in the sea.
Hypothesis: an aquarium broke on the deck of a ship sailing around the world, and a goldfish ended up in the sea. Thus, a hypothesis helps to step from a fairy-tale, fantastic situation into a real one.
Typical fantasy techniques - six faithful wizard friends help a child get used to the world of fantasy; they can turn an adult into a baby, transform a stone into a person or animal, go on a trip in a time machine, connect the fragments of a broken vase.
Modeling by little people develops an understanding of the essence of natural phenomena and the composition of matter. Fairy-tale characters behave differently in different substances, for example, in solids they are inseparable, motionless and pressed tightly against each other, in liquids they are next to each other, but not so close, and finally, in gases they are very playful and constantly moving. Consequently, through experimentation, children come to the conclusion that when water turns into ice, little people change their character and behavior.
Modeling with little people is valuable for its simplicity and clarity
Classes on TRIZ technology in kindergarten
Every teacher is interested in ensuring that children are not bored in class, and that they complete tasks as consciously as possible, while showing independence and creativity.
Types of activities:
TRIZ lesson plan
A lesson using TRIZ technology is conducted in the same time frame (15 minutes - junior group, 20 minutes - middle, 25–30 minutes - senior and preparatory) as the traditional one and according to a similar structure, but the content of the stages differs in specific tasks and exercises corresponding logic of solving inventive problems.
- Stage one (introductory, motivating) – arousing interest, identifying a problem, setting a task, formulating the topic of the lesson. Tools: morphological analysis, synectics (hints in the form of metaphors, riddles, elements of theatrical staging).
- The second (main) stage is clarification of contradictions, clarification of the resource base using games, modeling of possible solutions using TRIZ techniques.
- Stage three (reflection) - choosing the optimal solution, self-assessment and introspection (What did you do? What new did you learn? What worked and what didn’t?), tracking the logical chain of reasoning. Toolkit: introduction to the work of the system operator element, use of morphological analysis.
Table: lesson notes in the preparatory group “Visiting a fairy tale”, author Natalia Olegovna Paraunina
| Purpose and objectives of the lesson | Goal: Continue to teach children creative storytelling using TRIZ technology. Educational objectives:
|
| First stage (introductory) | The chairs stand in a semicircle near the board. There is a landmark (flower) on each chair. Children come in to the music “Visiting a Fairy Tale” and stand near the teacher. Q: “There are many fairy tales in the world Sad and funny But to live in the world We can't live without them. Anything can happen in a fairy tale Our fairy tale is ahead. We will knock on the door of a fairy tale, Fairy tale, wait for us to visit. Q: Today we are going to visit fairy tales. “If you call it a fairy tale, Then you’ll take the flower with you.” Q: Name your favorite fairy tale. The children call, the teacher hangs a “flower” on each child’s neck - reference point. Q: These are unusual flowers - they will help you travel through fairy tales. “All the flowers swayed We found ourselves in the land of fairy tales." Children sit on chairs, each with its own “own” landmark on the back. |
| Second stage (main) | Q: Children, the wizard put “invisibility hats” on the fairy-tale characters, so now we will only hear their voices. Listen carefully and name quickly. An audio recording plays. Children name the characters. Voice: Brother - Ivanushka, Mashenka, Golden Fish, Carlson, Princess - Frog. Winnie the Pooh, Mama Goat, Fox, Emelya, Morozko, Ivan the Fool. Q: Well done! You recognize all the heroes, but the wizard continues to perform tricks. There is a poster “Fairy Tale Confusion” on the board. Q: Look what he did? D: He mixed up all the fairy tales. Q: What fairy tales did he mix up? Name them. D: “Puss in Boots”, “Cinderella”, “Little Red Riding Hood”, “Masha and the Bear”, “The Frog Princess”, “The Princess and the Pea”, “At the Order of the Pike”, “Zayushkina’s Hut”, “The Hare Boasts” " Q: Right. What did the wizard mix up in the picture? D: Cinderella is given a glass slipper to try on, not boots. It is not the cat in boots who tries on the shoe, but the prince. The bear is not carrying the frog princess, but Mashenka. The princess on Gorshin sleeps not on the stove, but on a feather bed, and the stove is from the fairy tale “At the Order of the Pike.” Little Red Riding Hood meets not a hare, but a wolf. (The teacher removes the poster from the board). Q: “We have all solved fairy tales And all the heroes were found. We need to go further." (Children stand up one after another and follow the teacher). Q: “We’ll walk along the path Let's cross the bridge." (“Bridge” - two arcs. Children pass between them). Q: The one who says the opposite word will walk across the bridge. Flowers will help you find your place. - Cheerful - sad, - kind angry, - Brave - cowardly, -Old - young, -Strong - weak, -Healthy - sick, - Smart - stupid, - Polite - rude, - Full - hungry, - Mighty - weak, - Mischievous - obedient, - Lazy - hardworking. The "bridge" is removed. To the left of the window is an easel. There are flowers on the floor - landmarks. Children stand up, each near their own landmark. On the easel are “shadows” of fairy-tale characters. Q: The wizard hid the heroes. If we solve them, we will rid them of magic.” Q: We name the shadow, turn it over to see if you guessed correctly. D: This is Baba Yaga, Puss in Boots, the King, Emelya, the Little Mermaid, Buratino, the Serpent Gorynych. (As they are named, children turn over the illustrations, there is a color image). Q: You recognized all the heroes, now let’s rest. Gymnastics for the eyes. We came to a wonderful forest. (Draw a circle to the right with your eyes). There are many fairy tales and miracles in it. (Circle to the left) Pines on the left - spruce on the right, (Eyes to the right and left) There's a woodpecker on top, knock and knock. (Eyes up and down) Open your eyes, close them. And quickly run home. B: Go to the window. Look at the circle on the window, look at the house. How many windows on the first floor have lights on? Count it. Look at the circle. On the top floor? Q: Well done! We return to our chairs Q: While you and I were traveling, the wizard visited here again and left us portraits, but unusual ones, portraits - lines. Q: What line is this? (The teacher shows a wavy line on the board). D: It's a wavy line. Q: What kind of character should a hero have that can be depicted with such a line? D: He must be kind, gentle, affectionate, hardworking, caring Q: List the heroes of fairy tales with such a character. D: Cinderella, Snow White, Swan Princess, Mashenka, Vasilisa the Wise, Elena the Beautiful. Q: True, why? D: They are all kind, generous, caring, affectionate, gentle. (The teacher hangs a portrait of Cinderella on the board next to the line). (There is a broken line on the board). Q: Do you think a good character can be drawn with a broken line? D: No. Q: What is this line like? D: It looks like lightning, like thorns, like needles. Q: So what kind of character can heroes be depicted with this line? D: They are evil, cruel, heartless, envious. Q: List them. D: Kashchei the Immortal, Serpent Gorynych, Baba Yaga, Miracle Yudo. (Together with the line of the character-Snake Gorynych). Q: Right, what is the name of this hero? D: His name is Ivan Tsarevich. Q: What line can you draw it with? D: You can draw it with a straight line. Q: Why? What is his character like? D: He is kind, strong, courageous, courageous, brave, powerful, wise. Q: List the heroes who have such a character. D: Ivan - peasant son, Ivan - Tsarevich, Prince Guidon, Tsar Saltan, Elisha. (On the board is the character of Ivan Tsarevich and a straight line.) (The teacher hangs up Pinocchio and a line depicting an arc). Q: Why did I place this line next to this hero? What's his name? D: His name is Emelya. Q: What is his character like? D: Cheerful, mischievous, funny. Q: Why such a line? What does she look like? D: It looks like a smile. Q: What characters with such a character do you know? D: Emelya, Pinocchio, Peter Pan, Carlson. Q: Well done! You were right about the characters. And now you yourself will turn into fairy-tale characters. Music sounds, children get up, come out from behind the chairs, and form a circle. Psycho-gymnastics. Q: What kind of masquerade is this? And animals and birds parade, You won't understand anything Where is the squirrel, where is the hedgehog? Get ready and watch! Fairytale animal, freeze in place. Fairy tales came to visit us. Determine who is who. Pinocchio and Kashchei, Both Malvina and the villain. Get ready and watch! A figure from a fairy tale, freeze in place. (Children go to their chairs). Q: And now you and I will compose our own fairy tale. "We'll play with dice, Let's write a fairy tale." (There is a plan diagram of fairy tales on the easel). Q: The first step is to throw the dice, count how many come up, look for a pattern, this is the beginning of a fairy tale. We make a proposal. We throw the dice again - we count, we make up a second sentence according to the scheme that appears. Just five steps. Our fairy tale should be interesting, complete, a miracle and magic should happen in it. It must contain fairy-tale heroes and good defeat evil. (Children compose a fairy tale based on the diagrams that have fallen out, the teacher guides and asks questions). |
| Third stage (reflection) | Q: Well done! Now it's time for us to return. Did you enjoy visiting fairy tales? D: Yes. Q: What did you like? What do you remember most? (Children answer) Q: Believing in a fairy tale is happiness, And to those who believe A fairy tale will definitely open all doors.” The teacher distributes medals and souvenirs. |
Table: examples of topics for classes using the TRIZ method
| “Advice to the cheerful Kolobok” (middle group) | A comprehensive lesson to develop imagination. Goal: development of children's creative imagination in speech and visual activities based on TRIZ elements. Equipment:
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| “Journey through Fairy Tales” (senior group) | Goal: To consolidate children's knowledge of fairy tales and their names. Tasks:
Materials and equipment:
|
| “The World Around Us” (senior group) | Tasks:
Equipment:
Vocabulary work: highlighting the first sound in a word. |
| "Save the Princess" | Lesson on speech development and familiarization with literature. Goals:
Material:
|
| “Seasons” (preparatory group) | Target. To develop the creative and musical abilities of children in the process of consolidating knowledge about natural phenomena at different times of the year. Tasks:
Equipment:
Musical repertoire:
|
| “How the fox hid the rabbits” (middle group) | Complex lesson. Goals:
Material:
|
| “Chest with riddles” (middle group) | Classes to familiarize yourself with the outside world. Program content:
Materials and equipment:
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| “Ant Story” (senior group) | Cognitive development. Tasks:
Subject-spatial development environment:
|
| “Listen with all your ears” (middle group) | Integration of play activities in the cognitive and experimental development of preschool children. Purpose: familiarization with the types and function of the ear, its structure. Tasks:
Activating the dictionary:
Material:
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| “Visiting Princess Droplet” (middle group) | Goal: to show children the importance of water in human life. Tasks:
Material for the lesson:
Preliminary work:
Follow-up work: inventing and drawing a magic fish using the game “Wonderful Things” (focal object method). |
Table: card index of TRIZ games
| What can he do? (game for children from 3 years old) | Goal: developing the ability to identify the functions of an object Rules of the game: The presenter names the object. (The object can be shown or guessed using a Yes-No game or a riddle.) Children must determine what an object can do or what can be done with its help. Progress of the game: Educator: TV. Children: It can break, it can show different films, cartoons, songs, it can gather dust, turn on and off. Q: What can the ball do? D: Jump, roll, swim, deflate, get lost, burst, bounce, get dirty, lie down. Q: Let's imagine. Our ball ended up in the fairy tale "Kolobok". How can he help Kolobok? Note: You can move the object into fantastic, unrealistic situations and see what additional functions the object has. The basis of personal culture. Q: What is a polite person and what can he do? D: Say hello, politely see off guests, take care of a sick person or dog, he can give up his seat on a bus or tram to an old woman, and also carry a bag. Q: More? D: Help another person out of trouble or difficult situation. Q: What can a plant do? D: Grow, drink water, bloom, close, may sway in the wind, may die, may smell delicious, or may not taste good, may prick. Q: What can an elephant do? D: An elephant can walk, breathe, grow. The elephant gets its own food, transports goods and people, and performs in the circus. He helps people on the farm: he even carries logs. Q: What can rain do? D: Dissolve the ice. |
| Earlier-later (from 3 years of age) | Goal: to teach children to create a logical chain of actions, to consolidate the concepts of “today”, “tomorrow”, “yesterday”... to develop speech and memory. Rules of the game: The presenter names a situation, and the children say what happened before or what will happen after. Can be accompanied by a demonstration (action modeling). For clarity, you can use the time axis, where you can see the step-by-step sequence of events forward or backward. Progress of the game: Q: We are now on a walk. What happened before we went for a walk? D: We got dressed for a walk. Q: And before that? D: Before getting dressed, we put away toys, and before that we played builders, and even before that we had breakfast... B: We came from a walk. What will happen next? D: We will undress, wash our hands, the attendants will set the tables…. Q: I sewed a dress. What did I do before? Show me! D: You went to the store, bought fabric (the child silently demonstrates with actions), took scissors, cut the fabric... When consolidating the concepts of “today”, “tomorrow”, “yesterday”... Q: What day of the week is it today? D: Tuesday. Q: What day of the week was yesterday? D: Monday. Q: What day of the week will it be tomorrow? And the day after tomorrow?... |
| Train (from 3 years of age) | Goal: learn to build logical chains, develop attention, memory, and thinking. Rules of the game: The presenter prepares 5-6 options for depicting one object in different time periods: a tree or a bird, or a flower, a person, and so on (objects of a living system). Cards with the image of one object are distributed to the players. Progress of the game: The leader is a teacher, and later a child train, and the rest of the children are carriages. The “time train” is being lined up. Q: Let's go on the human time train. On the table there are disparate images of a baby, a little girl and a boy, a schoolchild, a teenager, an adult, an elderly person. Each child chooses the picture he likes. The leader takes his, stands up, and behind him stands a child with the next most meaningful picture, and so on. (When familiarizing yourself with the concepts of “system now”, “system in the past”, “system in the future”). (When expanding the understanding of the growth and development of representatives of the animal world, when observing the inhabitants of a corner of nature, as well as becoming familiar with the seasons). Q: Here is a picture of a green leaf. (Pictures of a leaf in different time periods were selected in advance: a yellow leaf, a fallen leaf, a leaf under the snow, a small leaf with a light green color, and so on). Children choose pictures and line up in a train. Q: What time of year is it now? D: Winter. Q: What happens in winter? D: It’s snowing, frosty. Q: Is this good? D: You can ride a sled. Q: Why is sledding bad? D: You can fall and get hurt. Q: I'm installing the first time train carriage. In the picture it’s snowing and people are skating. What time of year will be next? Children choose pictures. Note: For children of older preschool age, you can build a more complex “time train”. An object is taken from a non-living system: a car - as a type of transport or as a means of transporting cargo. |
| Where does he live? (from 3 years old) | Goal: to identify supra-system connections, develop speech and thinking. Rules of the game: The presenter names objects in the surrounding world. In early preschool age, these are inanimate objects from the immediate environment and objects of living nature. In older preschool age, these are any objects and phenomena of the real and fantasy worlds (where smiles and fire live). Children name the habitat of living objects and the location of real and fantastic objects. Progress of the game: Q: Look how many pictures there are! Choose any one for yourself! At an older age, objects can be guessed in advance by the children themselves, or the presenter can name the object to everyone on his own behalf. If the teacher has a clear goal: to consolidate, for example, the section “Living and non-living systems,” then the main set of pictures should consist of objects of a living and non-living system, and so on. Q: Where does the bear live? D: In the forest, in the zoo. Q: And also? D: In cartoons, in candy wrappers. Q: Where does the dog live? D: In the kennel, if she is guarding the house. In the house, right in the apartment. And there are dogs living on the street - stray ones. Q: Where does the plantain live? D: It grows on the path. On the lawn and in the field. And also at the pharmacy. And when I applied it to the wound, it lived on my leg. And I drank it, which means it was in my tummy. Q: Where does the nail live? D: In the table, in the factory, in dad’s garage. In the toolbox. On the wall. In a chair. In my shoe! |
| What will happen if... (from 3 years old) | Goal: to develop thinking, speech, flexibility of mind, imagination, introduce the properties of objects, the surrounding world. Rules of the game. This game is based on questions and answers. “What will happen if paper, a stone, a bug falls into a bathtub of water?”, “What will happen if it snows in the summer?” Questions can be different - both everyday and “fantasy”, for example: “What will happen if you end up on Mars?” Progress of the game: The teacher asks the child the question “What will happen if paper falls into a bathtub of water.” The child answers: the paper will get wet, melt, float, etc. |
| The sun is shining (from 3 years old) | Goal: to develop thinking, speech, speech, flexibility of mind, imagination. Rules of the game: You start a sentence and the child finishes it. For example, it’s raining, and also... the sun is shining... the dog is barking... the locomotive is rushing... Progress of the game: You can combine two objects or living beings and name the actions common to them. Snow and ice are melting, a bird and a plane are flying, a bunny and a frog are jumping. Or one action and many objects: a fish, a boat, a ship, an iceberg floats... And what else? The sun is warming, the fur coat is warming, the battery is warming... And what else? A car, a train is buzzing... |
| Good - bad (game from early preschool age) | Goal: To teach children to identify positive and negative aspects in objects and objects of the surrounding world. Rules of the game: A leader is any object or, in older preschool age, a system or phenomenon in which positive and negative properties are determined. Progress of the game. Option 1: D: Because she is sweet. Q: Eating candy is bad. Why? D: Your teeth may hurt. That is, questions are asked according to the principle: “something is good - why?”, “something is bad - why?”. Option 2: Q: Eating candy is good. Why? D: Because she's sweet. Q: Sweet candy is bad. Why? D: Your teeth may hurt. Q: If your teeth hurt, that’s good. Why? D: You will see a doctor in time. What if your teeth hurt and you didn’t notice? That is, the questions follow a chain. |
| One, two, three... run to me! (from 3 years of age) | Goal: to compare systems, to learn to highlight the main feature, to develop attention and thinking. Rules of the game: The presenter distributes pictures depicting various objects to everyone playing. Depending on age, the content of the pictures changes: in younger groups these are objects of the immediate environment, animals, and in older groups these are objects of more complex content, as well as natural phenomena and objects of inanimate nature. Children can simply wish for an object without using a picture. The children stand at the other end of the hall and, according to a certain instruction of the teacher, run up to him. In older preschool age, the leader can be a child. The teacher or leading child then analyzes whether the player made a mistake, highlighting any properties of the system. Progress of the game: “One, two, three, everyone who has wings, run to me!” (Children run up with images of an airplane, a bird in the picture...) The rest of the children stand still. Next, any components of the subsystem can be selected (eyes, angle, wheels, smell, sound...). The presenter asks the players where their objects have these parts. Note: You can use tasks for the supersystem. For example: “One, two, three, everyone who lives in the field, run to me!” Children run up to the leader with images or hidden objects of cabbage, stone, sand, earth, mouse, grass, wind, tractor. The presenter asks at what moments the tractor can be in the field (during sowing or harvesting). You can use tasks for the function of an object. For example: “One, two, three, those who can sing come to me!” Children run up to the presenter with a picture of a bird, a man, a wind, a radio... The use of time dependence tasks is interesting. For example: “One, two, three, everyone who used to be little, run to me!” Children with the image of a person, bird, flower, wind run up to the leader...Children do not run up with the image of a tractor, earth, sand... When forming an idea about some plants: “One, two, three, everyone who has leaves (trunks, stems, roots, flowers) - run to me. When forming ideas about animals (eyes, fur, long fluffy tail, hooves, horns...). |
| We reduce and increase (from 3 years old) | Purpose of the game: to enrich children’s vocabulary, teach them to form using suffixes: - ok, - chick, - check, -ish. Rules of the game. Say: “I will name someone or something, and you make it small.” For example, a mushroom is a fungus, a chair is a chair, a leaf is a leaf. Make sure that the child does not name baby animals instead of the correct answer: not a hare - a little hare, but a hare - a bunny; not a cow - a calf, but a cow - a cow. The same can be done in the opposite direction. The adult names the “reduced” word, and the child gives its usual version. The same games can be played with “increasing” suffixes: cat - cat, lesson - tract. |
| Name it in one word (from 3 years old) | Goal: to enrich children’s vocabulary with nouns, develop speech, attention, and thinking. Rules of the game. An adult describes something, and a child calls it in one word. For example, the morning meal is breakfast; large utensils for preparing compote - a saucepan; The tree that is decorated for the New Year is a Christmas tree. |
| Chain (from 3 years old) | Goal: to teach children to identify the characteristics of objects, to develop children’s thinking and speech. Rules of the game: The presenter shows the child a picture of an object, and he names it. Then the picture is passed on to another child. He must name one of the characteristics of the object and pass the picture to the next one. You need to name as many signs as possible and not repeat yourself. Progress of the game: The presenter shows a picture of glasses, the child, seeing the picture, says glasses are round and passes the picture to the next player. The next player says sunglasses and passes the picture to the next player, etc. |
| What I was - what I became (from the age of 4) | Goal: to determine the line of development of an object, to develop logical thinking and speech. Rules of the game: 1st option: The presenter names the material (clay, wood, fabric...), and the children name the objects of the material world in which these materials are present... 2nd option: The presenter names an object of the man-made world, and the children determine what materials were used in its manufacture. Progress of the game: B: Glass. It used to be an alloy of different materials. D: Dishes, windows, mirrors are made of glass. There is glass in the TV screen, glass display cases in the store. And I saw a glass table. My mom has glass beads. Q: What's good about a glass table? D: It’s beautiful, you can see a cat lying under the table. Q: What's wrong with such a table? D: Such a table can break and people will be cut by the fragments... Q: What else could be made of glass? D: There are glasses in glasses, there are glass chandeliers with glass light bulbs, and watches also have glass. Q: Have you heard the expression: “He has a heart of glass.” Who can you say this about? D: This can be said about an evil, “prickly” person. Baba Yaga has an evil heart, it is made of sharp fragments. Q: Name fairy tales that have heroes with glass hearts! The teacher summarizes the children's answers. |
| Magic traffic light (from 4 years of age) | Goal: To teach children to identify the system, subsystem and supersystem of an object, to develop logical thinking, attention, and speech. Rules of the game: In the “Magic Traffic Light”, red means a subsystem of an object, yellow means a system, and green means a supersystem. Thus, any object is considered. The object in question can hang (lie) in front of the child, or it can be removed after the display. Progress of the game: The teacher hangs up an object picture of the car (in older preschool age - a diagram of the car). Q: If I raise the red circle, you can tell me what the machine consists of. If I hold up the green circle, you can tell me what the car is a part of. And if I pick up a yellow circle, then you tell me: what is it for; draw this object in the air, depict this object (in the senior and preparatory groups - using the empathy method). This game can be used when viewing a painting. Q: If I raise a red circle, you will name the objects that you see in the picture. If I show you a yellow circle, you can tell me what this picture can be called. And if I raise the green circle, determine what the plot of the picture is part of (the natural world, transport, pets). Living and nonliving systems. B: Cactus. (raises the green circle). D: Cactus belongs to the natural world, to a living system, to plants. He can live in a room on a windowsill, and he also lives in the desert. The teacher (in the senior and preparatory groups - a child) raises a red circle. D: The cactus has roots, spines, flowers in adult cacti. Q: Why do cacti have spines? D: To avoid being disrupted, he defends himself this way. The teacher raises a yellow circle. D: The cactus is needed for beauty (especially when it blooms), the cactus provides oxygen, and people breathe oxygen, and the cactus is also food for animals in the desert. The teacher or presenter asks the child to turn into cacti: into a blooming cactus, into a cactus that has been watered a lot, a cactus in a cramped pot, a cactus in the desert... |
| Box with fairy tales | Goal: to develop speech, thinking, imagination, enrich children's vocabulary. You will need a box with 8–10 (pictures). Rules of the game. The teacher suggests taking the figures out of the box at random. We need to figure out who or what this object will be in the fairy tale. After the first player has said 2-3 sentences, the next one takes out another object and continues the story. When the story is over, the items are put back together and a new story begins. It is important that each time you get a complete story, and that the child comes up with different options for actions with the same object in different situations. |
| Confusion (from 4 years old) | Goal: to strengthen children’s skills in finding typical properties of an object. Progress of the game: The teacher names 3-4 objects with unusual properties (for example, a pointed tiger, a striped pencil, a frozen shelf, book glass) and asks the children to restore order, i.e., choose a typical property for each object. |
| Saving Kolobok (from 4 years old) | Goal: to develop creative imagination, teach fantasy to endow famous fairy-tale characters with qualities that are not inherent to them. Develop unconventional thinking. Equipment: book “Kolobok” table theater "Kolobok". TRIZ tool: “Good-bad” game (identifying negative and positive properties, resolving contradictions). Progress of the game: - Children, look carefully, who can tell what the name of this book is? That's right, Kolobok. I’ll open the book, and you call Kolobok, maybe he’ll come to us. The children call, Kolobok (table theater) appears. - Kolobok, why are you so sad? Guys, he is sad because he forgot who he met in his fairy tale, which characters. Let's help him. Children list the heroes of the fairy tale and retell its content. - The Fox really wanted to eat Kolobok. Is it good or bad? - What’s good (the fox has eaten)? - What’s bad (Kolobok was eaten)? - What can be done to prevent the Fox from getting Kolobok, how to save it? (feed before meeting Kolobok)? What kind of character does Kolobok need to become so that the Fox doesn’t want to eat him (inedible, dirty, stale, poisonous)? |
| Guess the secret (from 4 years old) | Goal: teach children to build hypotheses. Progress of the game: The teacher suggests the phrase: object + unusual feature (for example, a furry book). Asks children to make suggestions as to which object this characteristic - hairiness - could have been taken from. The children's answers are from a bear, a dog, etc. |
Video: games using TRIZ technology
Speech development using TRIZ technology
TRIZ can also be widely used to develop speech skills in students.
Main stages
Development of expressive speech by creating figurative characteristics of an object:
- Stage one (from three years old) - creating comparisons by color, shape, actions (the red fox is the same as Antoshka in the children's song).
- Stage two (4–5 years) - composing your own riddles in accordance with the developed models in the form of tablets with questions. For example, the proposed object is the sun. Children answer questions sequentially, the teacher fills out the table, entering the characteristics (color, shape, action): what? – yellow, round, warming; what happens the same? - chicken, ball, stove. Next, children are asked to name the characteristics of objects: a fluffy chicken, a balloon, a warm stove. After filling out the table, the teacher asks the children to try to make up a riddle by inserting the connectives “How” or “But not” between the phrases. The guys work both individually and in collaboration with each other. The final version of the riddle about the sun: “Yellow, like a fluffy chicken; round, like a balloon, warming, but not a warm stove.”
- Training in composing metaphors (six-seven years) - it is proposed to master the simplest algorithm for independently inventing a metaphorical phrase. For example, first an object (stars) is selected about which a sentence will be made, a property is determined (bright), then an object with a similar attribute is selected (burning coals), a location is indicated (the night sky), and finally a sentence is drawn up (The night sky sparkled brightly with burning coals) .
Writing poetry
Composing rhyming texts - scientists have come to the conclusion that children from the age of three already have a natural need for such a verbal game as versification. TRIZ suggests using the genre of cheerful nonsense, a five-line poem, which received its name from the Irish town of Limerick. An example of a poem in the limerick genre:
What would happen if the songbird
Wasn't as beautiful as the titmouse
Then she wouldn’t run after the beetle,
And then you didn’t lie on the grass for a long time?
It would be better if she flew in the sky.
In addition, writing rhyming texts can be presented in the form of fun creative games that will require a little preliminary preparation from the teacher:
- “Rhyming pictures” - the teacher selects pairs of pictures depicting objects whose names form a simple rhyme, then shows one of the pictures and asks them to choose a pair.
- “Choose a word” - children learn to choose a rhyme for the given word.
- “Tease” - children modify words-characteristics with the help of diminutive suffixes and seem to “tease” objects (covering cap, lost umbrella, etc.).
Compiling creative realistic and fantasy stories based on pictures
Possible options and techniques:
- games “Spyglass”, “Detail Hunters”, which help to concentrate children’s attention on an object and emphasize all its most important details and characteristics;
- “Looking for Friends”, “Uniters” - aim children to establish connections between objects;
- selection of metaphors, figurative verbal comparisons, moving an object to the past or future;
- the technique of empathy is reincarnation as a hero, “getting used to” his emotional state and telling a story on his behalf, conveying character traits with the help of facial expressions and gestures.
Storytelling from a picture teaches children to fantasize and develop logic.
Composing fairy-tale texts
Retelling and changing a famous fairy tale plot. Games and exercises that are a kind of creative and intellectual warm-up when preparing children:
- “Say the name of the hero”: the teacher identifies some general attribute or characteristic, and the children name specific fairy-tale characters. Example: Remember the fairy-tale heroines-girls. (Little Red Riding Hood, Cinderella, Malvina, Gerda, Alyonushka, etc.).
- “Actions of a fairy-tale character”: the teacher names a fairy-tale hero, for example, Mashenka from the fairy tale “Geese-Swans” and asks to name all the girl’s actions. According to the terms of the game, you can only use verbs (didn’t listen, ran, walked, forgot, saved, helped). Then the teacher suggests remembering the heroes of other fairy tales who would perform similar actions.
- “Wizard's Miracles”: the game is built on the method of a typical fantasy technique. The teacher suggests imagining themselves as wizards and telling what extraordinary properties they endowed with ordinary objects, then assessing the practical significance of miraculous powers, explaining why magic can be good and sometimes evil. Example: a bird in an enchanted forest meets the Wizard of Glaciation, now everything it touches turns into a block of ice. It’s bad if she sits on a tree branch and good if she stops the evil hunter.
- “There, on unknown paths...”: the game is based on the intersection of an object and a place. The teacher works with cards depicting the characters and the place where the plot will unfold. Example: Alyonushka ended up in Koshcheevo’s kingdom. How will she escape? Who will help her?
- Fairy tales of the descriptive genre. The fairy tale story unfolds in accordance with the traditions of the storyline: the hero grows up, displays unusual abilities and talents, in adulthood faces difficult circumstances, defeats witchcraft, and regains his vitality.
- Fairy tales with a pronounced conflict of good and evil, the third active force is a magical object or word, a spell with supernatural powers.
Video: TRIZ technology in speech development classes
Video: dossier on a fairy-tale character (senior group)
Video: game "Carousel"
Decorating a corner using TRIZ technology
A well-designed, accessible and safe TRIZ corner is an excellent tool for stimulating curiosity, individual cognitive activity, and independence in children.
During TRIZ classes, you can also use didactic aids designed to introduce you to a particular topic.