Many were convinced own experience that TRIZ methods are perceived with interest by children and bring excitement and excitement to the educational process. TRIZ - the theory of solving inventive problems - becomes an effective assistant in developing children's creative thinking, intellectual courage, and readiness to make decisions.
In this section, we have collected for your pedagogical treasure chest the real experience of colleagues in using TRIZ technologies in their work. Use good decisions outlined in these publications, and a positive result will not be long in coming. Society values people who are intellectually courageous, independent, and active. TRIZ methods contribute to the development of precisely these personality traits.
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All sections | TRIZ. Activities and games using TRIZ technologies
GCD for cognitive development “World of Nature” using TRIZ technology “Let’s help a puppy find his friend’s mother” The activity is compiled in accordance with the age of the children of the second younger group, the requirements and recommendations of the program "Childhood". Integration of educational regions: "Cognitive Development", "Speech development", "Social and communicative development", "Physical development",...
Abstract of a comprehensive lesson using TRIZ technologies "Journey to the Magic Forest" for the younger group of 3-4 years Synopsis of a comprehensive classes using TRIZ technologies"Journey to the Magic Forest" Target: To develop the ability to think using techniques of analysis, synthesis, comparison; intensify lexicon children, Develop cognitive activity, attention, memory, creative...
TRIZ. Classes and games using TRIZ technologies - Abstract of GCD in the middle group using game technology and elements of the TRIZ methodology "Journey to the land of fairy tales"
Publication "Synopsis of GCD in the middle group using game technology and ..." Summary of GCD in the middle group using game technology and elements of the TRIZ methodology “Journey to the Land of Fairy Tales” Purpose: Creating conditions for the natural solution of accessible cognitive problems through game techniques and elements of the TRIZ methodology. Tasks: 1....
Image library "MAAM-pictures"
Application of TRIZ methods and techniques in working with preschool children Sukharkova N.M. teacher of MBDOU "Ilan kindergarten No. 50" Good afternoon, dear colleagues! 1 word I would like to introduce you to the technology that I use in my work, Triz. 2 words TRIZ (the theory of solving inventive problems 3 words. The TRIZ methodology was invented and developed by the Soviet...
The use of TRIZ methods in the modern physical development of children The implementation of the concept of a healthy lifestyle in a preschool educational institution is based on basic principles, which include positive motivation, aesthetics, morality, determination, social usefulness, regularity, rhythm, etc...
“Advice to the cheerful Kolobok.” Summary of GCD on speech development using TRIZ elements in the middle group“Advice for a cheerful kolobok” GCD on speech development using TRIZ elements in the middle group Integration of educational areas: Social-communicative, cognitive, speech, physical development. Types of children's activities: Playful, communicative,...
TRIZ. Classes and games using TRIZ technologies - Summary of a lesson on theatrical activities using TRIZ elements in the middle group “Zayushkina Izbushka”
GCD for theatrical activities using TRIZ elements in the middle group “Zayushkina Hut” Integration of educational areas: “Social-communicative”, “Cognitive”, “Speech”. Types of children's activities: Playful, communicative, educational -...
Galya Sultanbratova
using TRIZ technology in the senior group of compensatory orientation
Abstract open integrated lesson in mathematics using TRIZ technology in the senior group of compensatory focus Topic: "Saving the Princess"
Program content: Develop the ability to find non-standard approaches to solving problems; consolidate knowledge of the number series, subsequent and previous numbers, knowledge geometric shapes; ability to navigate the plane of a sheet; develop mental operations, attention, memory, speech; cultivate positive qualities like kindness, a sense of collectivism, purposefulness and perseverance.
Demo material: cubes – "stones with numbers from 1 to 10", "map" with pasted geometric shapes in the center and corners; doll - "Princess"; a sheet of paper with numbers for decoding, a chest, a letter, Baba Yaga's house.
Dispensing material: a strip of paper for each child for drawing geometric shapes, simple and colored pencils.
Move classes: There is a chest on the table with a piece of cloth covered so that the children cannot see it. Next to the chest is a letter.
Q: Children, look, what do you think is hidden under the fabric?
Children's answers...
Let's play a game "Danetka". In order to guess what is hidden there, you will ask me questions, and I will answer them either yes or no.
A game "Danetka"
(Clue : – this is an inanimate object).
D: Is this a book?
D: Is this a toy?
D.: Maybe a doll?
Children's answer options...
Is this a chest?
The teacher removes the cloth.
V. Draws the children’s attention to the letter that Baba Yaga left.
The teacher reads: Once upon a time there was a king. He had a daughter. One day the king left on his royal business, and his daughter remained at home alone. The princess went out into the garden for a walk. Suddenly the wind came and carried the princess to Baba Yaga.
V. This is the story that happened to the princess. We need help. What do you think, children?
Q. Guys, what do you think can be done to save the princess?
Children's answers. (Defeat the evil Baba Yaga, "solve problems")
Then Baba Yaga appears.
To save the princess you need to solve difficult tasks.
Look, all the tasks are hidden in this magic chest.
1 task: takes it out of the chest "map" secret and shows it to the teacher, if the children draw exactly the same, you will receive a second task.
The children do it. There is a red circle in the center, a green trapezoid in the upper right corner, a triangle in the lower right corner orange color etc.
Take the stone with the number that comes after the number 5. Now with the number that comes before the number 4 (or before the number 4).
The next one is a stone with a number between 7 and 9, etc.
Phys. Just a minute. Resting fingers.
Our fingers are tired
Curled into a fist.
1, 2, 3, 4, 5 wanted to play,
We woke up the neighbors' house,
They woke up there at 6, 7, 8, 9, 10.
Everyone is having fun
But it's time for everyone to go back.
10,9,8,7, 6 curled up,
5 yawned and turned away,
4,3,2,1 again in the house
We approached the hut, there was a lock on the door.
Q. Guys, what should we do, how to get into the hut?
Children's answers...
D. Open with a key.
B. Ya. That's right, you can open it if you find the key.
Baba Yaga gives a task: You need to solve the magic recording.
The children sit at the tables. In front of them is a sheet of paper with a magical note.
Circle from number one to number 2, from number 2 to number 3, etc.
(They drew a key. With this key they opened the hut and saved the princess).
Q. Guys, let's tell the princess what difficulties we encountered along the way?
What was the hardest task? Etc.
The children say goodbye to Yaga and return to group.
Publications on the topic:
Summary of mathematics classes in the preparatory group “Journey to the Country of Mathematics” Journey to the Land of Mathematics Purpose: To train children in solving addition and subtraction problems. Also practice comparing numbers and using them.
Math lesson notes Topic: Ordinal counting, solving a mathematical riddle. Purpose: to practice distinguishing between quantitative and ordinal counting. Learn to answer.
Math lesson notes Topic: solving a problem, solving riddles, ordinal counting Goal: solving a mathematical riddle, developing thinking; consolidate skills.
Math lesson notes Program tasks: Continue to teach how to independently compose and solve arithmetic problems. Strengthen the skill in a consistent manner.
Math lesson notes Educational field: “Communication” Type of activity: Formation of elementary mathematical concepts. Age group: Senior.
Math lesson notes “Number 8. Number 8” Lesson scenario Topic -. Objectives of the lesson: 1. educational: to introduce children to the number 8 as the result of the action of adding the number 7.
Summary of a lesson using the TRIZ method in the senior group on the topic: “The Four Elements.”
Program content:
Educational objectives:
1. Introduce children to the four elements of nature.
2. Give knowledge about their benefits and harms in human life.
3. To teach children to make assumptions, conclusions, put forward hypotheses, generalize, analyze.
Developmental tasks:
1. Develop research abilities and skills.
2. Develop curiosity and cognitive activity
3. Develop memory, logical thinking, and intelligence.
4. Enrich children’s vocabulary and introduce them to specific words.
5. Expand children's horizons.
Educational tasks:
1. Cultivate accuracy and caution in work.
2. Cultivate attentiveness, observation, discipline.
Motivation: Zhenya came to kindergarten with a bandaged finger. Children are wondering what happened? It turns out that the night before, there was no light in the house, and Zhenya burned himself, being next to the candle. The teacher asks the children a question: (Is fire good or bad for a person). After listening to the answers of the children, the educator suggests that in the near future they visit the room where experimental work usually takes place.
Methods, techniques, technologies: Verbal, visual, problem situation, experimental activity, story, explanation, instruction of the educator.
Organization of children: Standing in a semicircle, sitting at tables, sitting opposite each other.
Forms of work: Frontally, in pairs, subgroups.
Vocabulary work: Landslide, earthquake, rockfall, minerals, monsoons, floods.
Artistic word: Ecological anthem.
Previous work: Games with water, sand, stones.
Materials: posters, illustrations, paintings.
Equipment for experiments: matches, a candle, a container with water, sailboats made of walnuts, a container with sand, a medical bulb, water in cups, watering cans, indoor flowers, green onions in the ground.
In the mini-museum: collections of stones, flax herbariums, linen items, videos.
Progress of the lesson:
Guys, do you remember how Zhenya came to kindergarten with his finger burned from a candle? (Yes) .
I promised you that I would show you the room where they carry out experiments and experiments with various materials. Line up in pairs and we'll go to the experimental laboratory.
(Children enter a room where illustrations with different elements of nature are hung, with experimental tables, indoor plants, and planted green onions, mini-museum).
Guys, look what is shown in the paintings? (Fire, water, air, earth).
Go to these illustrations and stand in a semicircle. What do you think, after comparing different stories, is fire good or bad for a person?
Children's answers.
Good: It warms, illuminates, people cook food on it, it moves vehicles, for example, a steam locomotive, a balloon, etc., strong fire melts metal, people make metal objects.
Bad: In a fire, you can get burned, burn, suffocate with carbon monoxide, a bright flash of fire can blind, and a nuclear flash can even instantly evaporate a person.
The teacher offers - 5 seconds. watch a video about fire. (Children sit on chairs).
Now go to the first experimental table.
Experience No. 1. (conducted by the teacher, children stand in a semicircle). Burning candle. Look how beautiful the mesmerizing tongue of flame is. Light comes from it, if I raise my hand to it, I feel warmth, but if I hold my hand over the flame for a long time, it will burn. The strip of paper will burn and the metal tray will become very hot - show.
Let's go to the next stand, where water is depicted. Guys, look carefully at the illustrations and answer, is water good or bad for all life on Earth? (Children answer).
Good: Man consists of 80% water. A person can live without water for 3 days. Water is needed by plants and animals that we eat. We use water for laundry, washing floors and dishes. Fish live in water, which we eat as food and seafood. We love water travel and swimming in reservoirs.
Bad: Floods flood crops, human dwellings collapse, animals die. Avalanches come down from the mountains, which entail destruction and casualties, people choke in the water, drown, die from hypothermia and injuries. Heavy rains, they are also called monsoons, flood entire cities, rivers overflow their banks.
The teacher offers - 5 seconds. watch a video about water (Children sitting on chairs).
Experience No. 2. (children spend sitting at tables).
Children are invited to drink a glass of water and talk about its qualities, about when they are most thirsty (hot, after eating, after sports games). Invite children to go to a natural corner and water from a watering can. houseplants and green onions. Remind that a well-watered plant is healthy, the color is juicy, etc. (Children work in subgroups).
(Children stand in a semicircle).
Now, guys, take a deep breath. Take a breath through your nose and release it into your palm. We do not feel the air, but we feel it when we release a trickle of air, we get a small breeze. Wind is the movement of air.
Is wind good or bad? (Children's answers).
Good: Refreshes in the heat, disperses rain clouds, moves sailing ships, turns mill blades.
Bad: A strong wind interferes with rest, raises sand and snow storms, a large wave at sea that overturns and sinks ships. (Hurricane wind destroys and carries fire, destroys buildings, uproots trees).
Look at the illustrations about the wind (seascapes; sand dunes;
Snow hummocks)
Experience No. 3. (conducted by children).
Children sit in pairs, opposite each other, at tables with containers of water and with the help of exhalation (their little breeze) move the sailboats to each other.
Experience No. 4. (children spend sitting at tables).
With the help of medical syringes, you can see how sand dunes and snow hummocks are formed in nature. Children complete the task near their sand container.
The teacher offers - 5 seconds. watch a video about the wind.
There is one more element left - Earth. Consider the illustrations: (Illustrations depicting gardens, beds with vegetables, wild mushrooms and berries). Tell me, is land good or bad for humans? (Children's answers).
Good: We see in the pictures that our Earth is beautiful at any time of the year. She feeds us: vegetables, fruits, berries, mushrooms, grain crops. Trees growing on the ground give us oxygen, we build houses, furniture, etc., wear linen products from them. The Earth contains minerals.
(The teacher leads the children to illustrations depicting environmental disasters).
Bad: Rockfalls, landslides, earthquakes injure a person and even lead to death.
I propose to get acquainted with the exposition of the mini-museum: flax herbarium, linen items, stones: quartz, spatula; coal, oil. Children look at it, pick it up, and compare it in terms of strength and hardness.
We got acquainted with the four elements of nature. Only a careful attitude and reasonable use of natural resources by a person can turn them to his benefit, and not to harm.
I propose to play a didactic attention game “Four Elements”.
I remind you: Air - hands rise up.
Earth-hands fall down.
Fire - hands move up and down, up and down.
Water - hands move left - right, left - right.
Children disperse and stand freely throughout the hall, we will finish our an amusing trip"Ecological anthem".
Guys, where have we been today? (In the experimental laboratory).
Did you enjoy the trip? (Yes, it was very interesting).
What elements did you meet? (Fire, water, air, earth).
What did you find difficult? (I could not move the sand with a syringe, the breeze was not strong).
What did you like most about our trip? (I liked to explore the water. And I have to water indoor plants and onions, because I was doing a good deed. I enjoyed looking at the fire when you conducted the experiment).
Zhenya, have you now remembered how to behave if there is a fire nearby so that trouble does not happen? (Yes, you have to be very careful, because fire can be not only good).
Guys, next time we will visit other laboratories, we will learn a lot of new and interesting things. You can apply the acquired knowledge in your games.
Abstract
awareness-raising classes
using the TRIZ-RTV method
in the senior group
on the topic of:
"Transport"
Educator
Program content:
- systematize children's knowledge about various types transport, its constituent parts, functions, past and future; develop the ability to establish cause-and-effect relationships, express your ideas, defend your point of view, draw conclusions, conclusions; foster friendly relationships between children; attract children to the activity without psychological coercion, based on their interest.
Techniques and methods of TRIZ and RTV:
- system operator: game “Magic TV”; game “Teremok”, contradictions: game “Good-Bad”; ARIZ (Algorithm for solving inventive problems): game “SOS Letter”; resources: game “Masha the Confused”; systematization: “Yes-no-ka”; definition of function: game “Making a riddle”; MFO (Focal Object Method): “New Bicycle”;
Lesson progress
V. - Guys, a guest will come to our lesson today, who is he, try to guess in the game “Yes-no-ka”. And the hint will be this: this guest knows how to buzz.
D. - Or maybe it’s a mosquito, fly, spider, beetle, bumblebee?
V. - No, it’s not an insect.
D. - Maybe it’s a telephone, a vacuum cleaner, a washing machine?
V. - This is a man, a fairy-tale hero.
D. – The Nutcracker, Spider-Man, Carlson.
V. – Yes, this is Carlson. He has been sitting in the little house for a long time and is waiting for you to guess it or not.
V. - What was buzzing about him?
D. - Propeller.
V. - How do you think we got it?
D. - Arrived.
V. - What did he fly on?
D. - On your propeller. I turned on the button and arrived.
V. - So he flew on his own.
Carlson (K) - Hello, guys. You said that I flew on my own. What else could I fly in?
D. - By plane, rocket, helicopter, bird, hot air balloon, flying Dutchman.
V. - How can you call all this in one word?
D. - Transport.
K. - What is transport?
D. - These are cars.
V. – Now we will play the game “Magic TV” and tell our guest everything about transport.
(slide No. 2)
D. - Plane, helicopter, rocket, balloon.
(slide No. 3)
V. - Where can we meet transport?
D. – On the street, in the sky, in space, on the road.
(slide No. 4)
V. - Who invented transport?
V. - A long time ago, when ancient people lived, there was no transport, what did they use?
D. - On deer, dogs, horses, camels, elephants.
V. – Who can name this type of transport?
D. - Guzhevoy.
(slide No. 5)
Q. – What common parts do these animals have?
D. – Head, torso, neck, legs, eyes, ears, nose, mouth, hooves, tail.
(slide No. 6)
V. - Where can we meet him?
D. - On the street, next to a person, in a zoo, circus.
(slide No. 7)
V. - What will happen to the car then?
D. - He will grow old. It will break. They'll make a new one. Will become scrap metal.
V. – Transport can serve as a teaching aid, a monument.
(slide No. 8)
V. - Now let’s think about what’s good about transport?
D. - You can ride it. Transport people and cargo. If you're tired, you can go.
V. - Transport has many advantages, but there are also disadvantages. Which?
D. - A vehicle can crush you, fall into a hole, harmful gas comes out, you can’t breathe, they collide, it breaks down.
V. - So, guys, transport is good, because you can ride on it, transport goods, and transport is bad, because accidents happen, it contains harmful gas.
(slide No. 9)
Q. – How to create safe transport?
D. – Make it out of wood so that it can travel electrically, using a remote control.
V. - How can a person of the future move and transport goods?
D. - On a time machine, on a magic carpet, a flying saucer, a star.
V. - What did Carlson wear? What helped him move? What does it have a propeller on?
D. - On the back. On a jacket. On clothes.
V. - He has such magical clothes: it’s not harmful, and not dangerous, and you don’t have to pay money, wherever you want, you go there.
K. – And I also know an interesting game “Masha the Confused Man”. I will be Masha the Confused Man.
V. - Carlson, since we are talking about transport today, we will also play with transport.
D. - What's wrong with you?
K. - Lost it.
K. - A boat. What am I going to sail on now?
D. - On the ship. On a submarine boat. By plane. On a barrel. On a stick. On a piece of wood.
V. - Now let’s play “Teremok”. Carlson will be with us on the bus. The bus lives in the tower. Driving past the Zhiguli.
Child (R). - Bus, let me into the tower.
K. - If you tell me what we have in common, I’ll let you in.
R. - We have wheels.
K. - Come in.
V. - Here they live together, a train is passing by.
R. - We have a steering wheel.
D. - Come in.
V. - The three of them live together. A ship sails past.
R. - Bus, let me into the tower.
D. - If you tell me what we have in common, then we’ll let you in.
R. - We have a cabin.
K. - Come in.
V. - A helicopter is flying past.
R. - Bus, let me into the tower.
D. - Tell me what you have in common, then you’ll come in.
R. - We have windows.
V. - They live together. A motorcycle rides past.
R. - Bus, let me into the tower.
D. - If you tell me what we have in common, then we’ll let you in.
R. - We have a seat.
V. - A bicycle is passing by.
R. - Bus, let me into the tower.
D. - If you tell me what we have in common, then we’ll let you in.
R. – We transport goods and people.
D. - Come visit us.
K. - Well done guys, thanks for the game.
V. - Carlson, the guys can not only play, but also fantasize and invent. Let's invent a bicycle. Let's come up with a bike that has never existed before. Tell me any words, but not about transport.
D. - Tail, paws, ears, horns, head, money, ladder, flower, book.
V. - Let's choose the words “book” and “money”.
V. - And now what book will think?
(slide No. 10)
D. - Hard, papery, heart-shaped, thick, beautiful, shiny, big.
V. – Money, what is it?
(slide No. 10)
D. - Beautiful, yellow, shiny, painted, friendly.
V. - Now let’s substitute the words “cordial” and “painted” for the word bicycle. Heart bicycle. Close your eyes. Imagine what he is, for whom, how he looks, what he can do?
D. - Hearty carries only good people. And if he sits down bad person, he will turn it into a good one.
D. - He will carry my mother, she is expecting a child, it’s hard for her to walk, this bike will carry her.
Q. – And what kind of a painted bicycle is it?
D. - Multi-colored. Brilliant. Carries beautiful people, makes them beautiful.
D. – Decorated with stars, this bike is for me, it will transport me from home to kindergarten.
V. - See what an interesting bicycle we have come up with.
K. - Guys, I also like to guess riddles.
V. - And we also know how to compose them.
V. - Let's divide the board into two halves and write a riddle about the train. On the first half, let's write down what he can do?
(slide No. 11)
D. - drives
carries people
V. - Which of the vehicles does the same thing - we will write it down on the second half. What kind of transport is used?
D. - Car. Bus.
V. - What kind of transport can honk?
D. - Electric train.
Q. - What kind of transport carries people?
D. - Airplane.
V. - Now we connect both parts. Help me:
Drives, but not a car
It's buzzing, but not the train
It carries people, but not a plane.
V. - Guys, when Carlson was flying to us, the postman gave him a letter (shows an envelope with the inscription “SOS” and a drawing of an airplane).
(slide No. 12)
V. - This is called help, an “SOS” letter. Who do you think is asking for help?
D. - Pilot.
V. - I’ll read the letter to you and we’ll think about what to write in the answer, how to help (reads the letter).
Hello, dear guys! We have a problem, birds have taken up residence at our airfield and are interfering with flights. We may collide with them, which will lead to the death of the bird and the plane with passengers. What should we do?
V. - Birds at the airfield are good, why?
D. - They like it, they live where they want.
V. - And the birds at the airfield are bad, why?
D. - They can collide with an airplane, they break the windows of the airplane.
V. - Now let’s think about how to make sure that the birds don’t want to fly at the airfield, what might they be afraid of?
D. - Scarecrow, noise, dog, cat, fire. We need to tell them not to fly there.
V. - Can we tell them in bird language?
V. - Who can?
K. - Thank you for the interesting games. It's time for me to go back. Goodbye.
Q. - Did you guys like to play with Carlson?
Q. - What game did you find the most interesting?
V. - Which is the most difficult?
Q. - What game did you find the easiest?
Q. – What new did you learn today?
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 training and education is the desire to form a heuristic skill independent search answers to questions, detection of the problematic grain of a problem, and not automatic and thoughtless reproduction of 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 various options solutions, resolving contradictions (exercises, role-playing games, puzzles, puzzles, 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 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:
- a clear and understandable statement 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 bold ideas. 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.”
- 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 a 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 systems thinking - effective multifunctional game manual, which is used in all types 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 by 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 may 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 are 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 within 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:
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| 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, Gold fish, Carlson, The Frog Princess. 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 carries not the Princess - a frog, 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 all figured out fairy tales And all the heroes were found. We need to go further." (Children stand 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 pass over 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). It contains many fairy tales and miracles. (Circle to the left) Pines on the left - spruce on the right, (Eyes to the right and left) Woodpecker on top, here and there. (Eyes up and down) You open your eyes, close. And hurry 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. "Let's play with a cube, Let's write a story." (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 an offer. 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:
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| “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:
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| “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:
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| “How the fox hid the rabbits” (middle group) | Complex lesson. Goals:
Material:
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| “Chest with riddles” (middle group) | Classes to get acquainted with the surrounding world. Program content:
Materials and equipment:
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| “Ant Story” (senior group) | Cognitive development. Tasks:
Object-spatial developing environment:
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| "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:
Dictionary activation:
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 how additional functions possesses the object. 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 season 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 guards 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, so 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 common actions for 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 floats, a boat, a ship, an iceberg… 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: B: 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: junior 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 guess any 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 facilitator asks the players where their objects have these parts. Note: You can use supersystem tasks. For example: “One, two, three, everyone who lives in the field, run to me!” Children run up to the leader with the image or hidden objects of cabbage, stone, sand, earth, mouse, grass, wind, tractor. The facilitator 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 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 can 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 glass heart." Who can you say this about? D: So you can say about an evil, "prickly" person. Baba Yaga has an evil heart, she has it from 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 out a subject picture of the machine (at the senior preschool age - a diagram of the machine). Q: If I raise the red circle, you can tell me what the machine consists of. If I raise the circle Green colour- you tell me what the car is a part of. What if I raise the circle yellow color, then you tell me: what is it for; draw this object in the air, depict this object (in the senior and preparatory group - by empathy). This game can be used when considering a picture. 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 collected together and the new story. It is important that each time you get a complete story, and that the child comes up with ideas in different situations. different variants actions with the same object. |
| 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, that is, to select 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 with 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) | Purpose: to 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 answers of the children are in the bear, dog, etc. |
Video: games based on TRIZ technology
Development of speech according to 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 (with three years) - creating comparisons based on 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. Students 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 to seven years) – it is proposed to master simplest algorithm 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 funny creative games which 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 of it the 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.
