TRIZ work report
MBDOU "Podolsk kindergarten" senior group
Educator
What is TRIZ?
TRIZ is the theory of solving inventive problems. "TRIZ" according to the program for preschoolers is a system of games and activities designed not to change the main program, but to maximize its effectiveness. The main means of working with children is pedagogical search. A teacher should not give children ready-made knowledge or reveal the truth to them, he should teach them to find it. If a child asks a question, there is no need to immediately give an answer. On the contrary, you need to ask him what he himself thinks about it. Invite him to reasoning, and with leading questions lead him to find the answer himself.
What methods and techniques for developing creative thinking and imagination are you familiar with?
The method is tactile, visual: I use questions, tips, riddles, didactic material, diagrams.
Trial and error method - what would happen if..., discussion from the positive and negative sides of a given object, situation, subject.
Brainstorming method - question and answer, choirs are allowed (each child has the opportunity to express his opinion, give feedback (by shape, by color, by properties, by character, by situation)
Method of symbolic analogy (graphic) - to describe or designate objects, objects with symbols; n – r: fairy tale “turnip” according to the diagram.
The empathy method is the ability to be transported to the place of another object or person. (transformation into butterflies, breeze, flowers, etc.)
The method of contradictions - good, bad. systematization, activation of knowledge about a subject, object.
System analysis – generalize, analyze, systematize. It allows you to look into the history of the creation of an item, break down the item into details, and even look into the future of the item.
The method of using riddles, explanations, compositions, transformations...
3. Do you use TRIZ elements? Which? I use elements of the methodology in working with children of the older group, observing the principle of conducting classes - from simple to complex, since classes using TRIZ elements are an effective means of developing active creative thinking in preschoolers, have a significant impact on the development of other mental processes and personality in in general. The development of creative thinking influences the expansion of the child’s individual experience and the organization of children’s activities, which allows for the creative application of acquired knowledge, helps to increase activity, and expands horizons and vocabulary. All this provides preschoolers with the opportunity for successful self-realization in different fields. Classes using TRIZ techniques help children see the unexpected nearby. In visual arts I include the use of various non-standard materials. In our classes we used the following non-traditional graphic techniques:
"Finger painting". Apply the paint with your fingers or palm.
Drawing on wet paper. The sheet is moistened with clean water using foam rubber, and then the image is applied with a brush. It looks like it's blurry in the rain or fog. If you need to draw details, then you need to wait a little until the drawing dries, or put thick paint on the brush.
Foam imprint. The child presses the foam rubber onto a stamp pad with paint and puts an imprint on the paper, then completes the details with a thin brush.
Drawing with a feather, the grass turns out very beautiful; foam stick, cotton swab: paint over, draw small details, draw patterns; stamping from foam rubber: birds, trees, animals; cork imprint: flowers, spools of thread of different sizes with glued foam rubber - wheels for cars, patterns; buttons: patterns; keys: flowers, etc.
Children, playing TRIZ, see the world in all its colors, diversity and versatility. TRIZ teaches children to creatively find positive solutions to problems that arise, which will be very useful for the child both at school and in adult life. As a result of classes using TRIZ technology, children are relieved of the feeling of constraint, shyness is overcome, imagination, speech and general initiative are developed, the level of cognitive abilities increases, which helps children free themselves from the inertia of thinking.
4What kind of thinking do preschool children have?
Visually figurative.
5. How do the children in your group demonstrate their creative abilities?
In art works - create crafts and drawings yourself. They have a desire to participate in improvisations, performances based on fairy tales, and skits.
6. How do you organize a developmental environment for the development of creative thinking and creative abilities in children? There are zones of corners in the group, these are the Corner of traffic rules, patriotic education, sensory, experimental, book, puppet, physical education, music, mummers, mathematics, folder “Methodological piggy bank”, learning by playing (diagrams, pictures, thematic albums.
7. What literature have you studied on this topic?
When teaching children TRIZ and RTV methods, one should remember that their actions are just beginning to become purposeful. It is still very difficult for the child to follow the intended goal; he is easily distracted and moves from one activity to another. Fatigue sets in quickly. The child's attention can be focused on only a small number of objects at a time. As easily as children's interest arises, it disappears so easily. Work experience has brought forth rules, the implementation of which at the initial stage of teaching children using TRIZ technology will lead to a positive result.
Rule 1.
Do not give children toys or manuals that the teacher will use for constant use, so that they do not lose interest.
Rule 2.
During game training, remove everything unnecessary from the field of view so that nothing distracts
Rule 3.
Games at the initial stage should be simple and short - up to 5 minutes. But the child must complete the work he has started. To revive your attention, you can change the game to a new one.
Rule 4.
When organizing work with children using TRIZ, you need to take a close look at each child and evaluate his individual characteristics. If he copes with tasks quickly and easily, you can offer him more complex ones and, conversely, in case of difficulties, it is better to linger longer on simple ones. Under no circumstances should you force the completion of tasks or blame your child for not being able to do something, even if his peers do it with ease.
Rule 5.
It is important not only to teach a child an algorithm for solving inventive problems, but also to instill in him self-confidence, to develop the ability to defend his idea, his solution. This is especially true for brainstorming and focal methods, where problems are solved through several ideas.
Rule 6.
If, while completing a task, a child gets bogged down in endless details, which prevents him from moving forward, it is better to help him choose one option, leaving everything unnecessary aside, and train him in the ability to move from one idea to another.
Rule 7.
If a child is courageous and self-confident, you can begin to teach him to critically evaluate his answers, so that by the senior preschool age he can form an adequate assessment of himself and the environment, and distinguish the real from the imaginary.
Rule 8.
The main tool of TRIZ is the word, so the child must communicate during the learning process. Don't be afraid to use original terminology. Strive to stimulate natural speech in the process of performing creative tasks, that is, give children the opportunity to say what is “behind the scenes” of their creativity. In this case, there is no need to abuse the maximum amount of clarity; this is not effective in TRIZ.
Rule 9.
Together with children, it is necessary to raise parents - TRIZ specialists. Moreover, the level of TRIZ education among the latter should be several orders of magnitude higher than among children. This will contribute to the development of children not only in kindergarten, but also in the family.
Goal: to educate a creative, aesthetically developed personality, spiritually rich, capable of self-expression through various forms of artistic activity.
Main goals:
To develop the qualities of a creative personality;
Develop creative work skills, including the following components:
development of imagination
originality of thinking
the child's ability to adapt to unexpected changes in the situation
Introduce basic graphic images in non-traditional working techniques using non-traditional tools and materials.
The novelty of the study is that a long-term plan has been drawn up for all groups and lesson notes on this topic have been developed.
The practical significance of pedagogical technology lies in the fact that the system of knowledge developed and tested by us can be used in the practice of preschool teachers, as well as for working with a child in the family. The proposed material will help teachers diversify children's visual activities; their use will contribute to the formation of creative abilities already in preschool age. The presented various non-traditional methods and techniques of drawing: blotography, finger painting, scratch paper, etc., will help teachers comprehensively develop the child’s personality.
Lesson notes are built taking into account the age capabilities of preschool children, relying on existing skills in artistic and productive activities. The use of thematic material: literary, gaming - allows you to make classes accessible and interesting.
In our classes we used the following non-traditional graphic techniques:
"Finger painting". Apply the paint with your fingers or palm. In this case, paint is poured into flat sockets and water is placed. The rule is that each finger picks up one specific paint. Fingers washed in the jar are immediately wiped with a napkin. To paint with your palm, paint is poured into saucers.
"Monotype". The paint is applied to cellophane or a piece of paper, glass, and only then this piece is applied to the paper on which the image is applied and pressed with your fingers. Depending on the size of the spot and the direction of rubbing, different images are obtained. A variation - a sheet of paper is folded in half, unfolded and paint is applied to only one side of the sheet, then the sheet is folded in half and the image turns out to be a mirror image.
Blotography. A child drips paint from a brush onto a piece of paper. Then, turning the sheet in different directions, he looks at how the droplet “walks” and what the image looks like. Variation: drip paint from a brush onto a piece of paper, then cover the sheet with another sheet of paper and press. Next, the top sheet is removed, the image is examined: it is determined what it looks like.
The drawing is applied with a candle, the result is a “magic drawing” - it is there and it is not visible. Then ink or paint is applied to the sheet - and the design appears on a colored background.
Poking with a hard, semi-dry brush. The brush is dipped into the gouache and hit the paper with it, holding the brush vertically. When working, the brush does not fall into the water. Thus, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.
Drawing on wet paper. The sheet is moistened with clean water, and then the image is applied with a brush. It looks like it's blurry in the rain or fog. If you need to draw details, then you need to wait a little until the drawing dries, or put thick paint on the brush.
Foam imprint. The child presses the foam rubber onto a stamp pad with paint and makes an impression on the paper. In older groups, children complete the details with a thin brush.
Spray The child puts paint on a brush and hits the brush on the cardboard, which he holds above the paper. Paint splashes onto the paper. You can also spray the paint using a toothbrush and stick.
You can draw with a feather, for example, the grass turns out very beautiful; foam stick, cotton swab: paint over, draw small details, draw patterns; stamping from foam rubber: birds, trees, animals; cork imprint: flowers, spools of thread of different sizes with glued foam rubber - wheels for cars, patterns; buttons: patterns; keys: flowers, etc.
Lesson topics for middle group children
Lesson 1. Fun kindergarten. (Blotography)
Lesson 2. Asters in a vase. (Poke method)
Lesson 3. Turnip. (Foam stamping)
Lesson 4. Apples. (Drawing apples with foam sticks)
Lesson 5. Autumn park. (Monotype technique)
Lesson 6. Birds in autumn. (Stamping)
Lesson 7. Rowan. (Rowan branch with a brush, berries with a finger)
Lesson 8. Let's help the hare find friends. (Poke method)
Lesson 9. At home. (Turn a geometric figure into a house)
Lesson 10. Transport. (Geometric figure in a car, stamping - wheels)
Lesson 11. Path for the young lady. (Fingers)
Lesson 12. My mother. (Learn to draw a human figure)
Lesson 13. Goose. (Poke method)
Lesson 14. Eye hygiene. (Draw a person’s face)
Class. 15. It's snowing. (Spray technique)
Lesson 16. Christmas tree. (Finger painting)
Lesson 17. Brownie Kuzya.
Lesson 18. Winter forest. (Stamping)
Lesson 19. Dress for a doll. (Splash)
Lesson 20. Birds in winter. (Plug method)
Lesson 21. Snowman. (Plug method)
Lesson 22. Planes are flying. (Candle, stamping)
Lesson 23. Gift for mom. (Use of various non-traditional equipment)
Lesson 24. At a cat show. (Poke method)
Lesson 25. Decorating a shirt with a pattern.
Lesson 26. Fairytale bird. (Turn the palm print into a bird)
Lesson 27. Cheerful droplets. (Blotography)
Lesson 28. Space. (Monotype technique)
Lesson 29. Fish swim in an aquarium. (Drawing on wet paper)
Lesson 30. Toy - kitten. (Method of drawing with a ball)
Lesson 31. Butterflies. (Stamping)
Lesson 32. Dandelion. (Poke method)
Lesson 33. Radiant sun.
Lesson 34. What we can draw. (Use of various non-traditional equipment)
Organization of work with parents
The following forms of work were used:
– Parent meetings were held
– Open classes
– Consultations: “TRIZ in kindergarten”, “Develop creative abilities in a preschooler”, “How to draw”.
– Consultations in the newspaper “Rainbow” (the newspaper is published by the teaching staff of the kindergarten)
– Individual conversations: on creating conditions in the family for visual arts.
– Joint organization and entertainment
– Participation in drawing competitions
– Exhibition of books with illustrations by the best domestic masters of book graphics (Yu. Vasnetsov, V. Lebedev, V. Konashevich, E. Charushin, etc.)
– Introducing parents to the child’s achievements, creating an exhibition of children’s works completed during classes in September and May (the drawings of each child are placed next to each other).
Developing creative abilities in the visual arts, we are convinced and clearly follow the fact that artistic creativity knows no limitations either in material, or in tools, or in technology. To convey this faith to children, try to teach children everything that we teach our children.
Bibliography.
1. Altshuller "TRIZ". – M, 1997.
2. Doronova children's visual activities. – M., 2005. – 96 p.
3. Kazakova has creativity in preschoolers. – M., 1985.
4. Kazakova with preschool children. – M., “Arkti” 2004
5. Lyubimov children not only think, but also feel. – Cheboksary, 1994.
6. Lyashko game - to creativity, Obninsk, 1994.
7. Nikashin’s approach to familiarization with the surrounding world and the development of imagination, Rostov-on-Don, 1992.
8. Petukhova visual technologies in a preschool educational institution, - Yoshkar-Ola, 2007 - 76 p.
9. Sofronova technologies in kindergarten, Yoshkar-Ola, 2008, - 100 p.
10. Sofronova of visual activity as a socio-pedagogical system, Yoshkar-Ola, 2002.
11. Strauning on TRIZ-RTV for preschool children, .– Obninsk.
The relevance of this problem is determined by society. The legislative and regulatory documents adopted in recent years by the Government of the Russian Federation (the Doctrine of National Education in the Russian Federation, the Concept of Modernization of Russian Education for the Period until 2010, etc.) emphasize that the strategic task of education in Russia is the construction of such educational systems, in conditions in which the child would receive a supply of moral, intellectual, civic strength necessary to adapt and be ready to act in our dynamically changing world.
The search for answers to the questions posed encourages the use of modern innovations in precisely those methods and technologies that are not only effective, but also exciting.
To raise a talented person, it is necessary to develop in childhood creative thinking, the ability to see and solve problems, and the ability to look at the world around us in an unconventional way.
Preschool age is unique, because as the child develops, so will his life, which is why it is important not to miss this period to reveal the creative potential of each child.
Understanding of the above, the need to educate a talented person, gave impetus to the adoption and use of TRIZ-RTV technology.
The goal of TRIZ-RTV is 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 the teacher 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.
TRIZ-RTV is not intended to replace the main program, but to maximize its effectiveness.
On the basis of any program in which the teacher works, you can use TRIZ-RTV methods and techniques proven in practice.
The credo of the TRIZ members: every child is initially talented and even brilliant, but he must be taught how to navigate the modern world in order to achieve maximum effect at a minimum cost.
“Where does he live? »
Rules of the game: The presenter names objects in the surrounding world. In the middle group, these are inanimate objects from the immediate environment and objects of living nature; children call the habitat of living objects.
Progress of the game:
Educator: Look how many pictures there are! Choose any one for yourself!
Educator: Where does the bear live?
Children: In the forest, zoo.
Educator: And also?
Children: In cartoons, in books.
Educator: Where does the dog live?
Children: In a kennel, if she is guarding the house. In the house, right in the apartment. And there are dogs living on the street - stray ones.
Systems comparison games
"What does it look like"
(conducted from the 2nd junior group)
Rules of the game: the leader names the object, and the children name objects similar to it.
Note: Objects can be similar based on the following characteristics: by purpose (by function, by subsystem, by supersystem, by past and future, by sound, by smell, by color, by size, by shape, by material. Even the most different objects You can use object pictures, especially at the stage of familiarization with the game.
Educator: What does a hedgehog’s thorn look like?
Children: On needles, on pins, on nails. On pen rods, etc.
"Let's switch"
Rules of the game: The game is played by a subgroup. Each child makes a guess about his own object (can be on one topic) and says what he can do. Then there is an exchange of functions between the children who have guessed the object.
Progress of the game:
R1: I am an elephant. I can douse myself with water from my trunk.
R2: I am a hedgehog. I can curl up into a ball.
RZ: I am a hare. I can jump fast.
"One is many"
Goal: to learn to find many of its components in one object.
Reinforce the concept of “one - many”
Guys, how many combs do I have? (one) .
What is there in a comb? (cloves)
Similar: box, table, book, tree, carpet, house, ball, flower, carrot, house
Game "Confusion"
Goal: to teach children to select words in a sentence according to their meaning, remove the extra word and select another in its place.
Guys, one day Delhi-Give mixed up all the words in his sentences. First, he parsed the sentences into words, and when he decided to make sentences from words, he came up with something unusual. Help me find an extra word in a sentence, remove it, and put another in its place. For example:
A spiny crocodile is flying (snow)
Green dog hanging, (plum)
The plane crawls along the rails, (train)
Boy eats jump rope (candy)
An air sofa is flying (balloon)
A shaggy elephant growls (dog)
I look into a transparent tree (glass)
The door is opened with a fork (key)
Grandma knitted soft pillows (mittens)
Mom cooked a delicious meal (soup)
Game Spatial "yes - no ka"
(with toys, geometric shapes)
Goal: teaching mental action
1. Linear: with toys, geometric shapes. 5 (10, 20) toys are placed on the table.
Host: I wished for a toy, and you have to say - it’s to the left (right) of the car (the car is in the middle).
2. Planar: object pictures are located on a sheet (table, board). Children mentally divide a sheet of paper vertically in half.
Host: I have a picture in mind. Ask questions.
Children: Is this to the right (left) of the middle?
Then the children divide the sheet horizontally:
Is it to the left (right) of the TV?
Is it in the top half? (lower half)
The middle group uses more pictures, toys, and numbers.
Game "Earlier - Later"
(from middle group)
Goal: to learn to determine the time dependence of an object and its function.
The presenter names a situation, and the children say what happened before or what will happen after.
For example:
Host: Mom washed the dishes. What happened before that? What will happen later?
Children's answers may vary. The presenter chooses any answer from the child (the mother was feeding her daughter).
And questions to children about the past may concern the girl. Then ask one of the children to tell the sequence of events.
Game “What can you say about an object if it is there? »
(from middle group)
Goal: to learn to “disassemble” any object into its component parts and characterize the object one part at a time.
The presenter names a component, and the child must characterize the object. For example:
What can be said about an object if it has eyes that can see at night? (a bird, animal or insect that sleeps during the day and gets food for itself during the day).
What can you say about an object that contains affectionate words? (this could be a kind person, a book with poems, a postcard).
What can you say about an object that contains rubbish?
(this is an uncleaned house, a street, a special garbage can).
"What can he do"
(conducted from the middle of the 2nd junior group)
Rules: Guess the object using “Yes or No” or a riddle.
Children must determine what an object can do or what can be done with its help. Progress of the game:
Educator: What can an elephant do?
Children: An elephant can walk, breathe, and 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
Games to develop the ability to identify the functions of an object
"Tease"
(held from the middle of the middle group)
Rules of the game: The object is called the leader. Children, without naming its function out loud, tease it using suffixes: -lka, -chk, -shche, etc.
Progress of the game:Educator: Cat.
Children: Meow, runner, biter, meow, sonechka...
Educator: Dog.
Children: Bark, growl, bite, guard.
Games to develop the ability to identify the functions of an object
"My friends"
Rules of the game: The presenter asks the children to identify themselves as something or someone. Children determine who they are (take the role of an object of the material world). Then the teacher chooses any property and names it.
Children whose object has this property approach the leader.
Leading child.
Progress of the game: Children choose objects from the natural world.
Educator: I am a boar. My friends are those who live in the forest and can run fast (animals: fox, wolf).
Educator: I am a moose. My friends are what can breathe (birds, animals, etc.).
Educator: I am a bear. My friends are what can make sounds (animals, birds, wind, etc.).
“What I was is what I became”
(conducted from the beginning of the middle group)
Rules of the game: The presenter names the material, and the children name the objects of the material world in which these materials are present...
Progress of the game: When clarifying the concept of relativity of size
Educator: It was small and became big.
Children: He was a little bear cub and became an adult bear.
Educator: It was a tree, but it became...What can a tree become?
Children: A den house, a beaver house, a bear den.
Games to determine the development line of an object
"Earlier - Later"
(conducted from the 2nd junior group)
Rule 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.
Progress of the game:
Educator: look at the bear's den?
Children: Big, strong, good quality.
Educator: Has she always been like this? What happened to her before?
Children: She was gone, the trees were growing.
Educator: That's right, and even earlier?
Children: Little sprouts grew.
Educator: And even earlier?
Children: Seeds in the ground.
Educator: What will happen to the den later?
Children: It will fall apart, rot, and mix with the earth.
Games to identify subsystem connections
“Where does he live?”
(conducted from the 2nd junior group)
Rules of the game: The presenter names objects in the surrounding world. In the middle group, these are inanimate objects from the immediate environment and objects of living nature. Children call the habitat of living objects.
Progress of the game:
Educator: Look how many pictures there are! Choose any one for yourself!
Educator: Where does the bear live?
Children: In the forest, zoo.
Educator: What else?
Children: In cartoons, in books.
Educator: Where does the dog live?
Children: In a kennel, if she is guarding the house. In the house, right in the apartment. And there are dogs living on the street - stray ones.
A game to determine subsystem connections of objects.
“What can you say about an object if it contains...”
(held from the middle of the middle group)
Rules of the game: The presenter names the parts of an object or item, and the child must name what kind of object it is and give it a description.
Progress of the game:
Educator: What can you say about an object that has legs with suction cups?
Children: This is an animal or bird that lives in trees or rocks.
Educator: What can you say about an object if it contains “Meow”?
Children: Cat, kitten.
"Good bad"
(conducted from the 2nd junior group)
Rules of the game: A leader is any object or phenomenon whose positive and negative properties are determined.
Questions are asked according to the principle: “something is good - why?”, “something is bad - why?” - go along the chain.
Progress of the game:
Educator: Fox is good. Why?
Children: Because she is beautiful, fluffy, soft, red-haired.
Educator: Fox is bad. Why?
Children: Because he steals chickens and geese, eats mice and bunnies.
Games for combining the supersystem and subsystem of an object.
"Magic traffic light"
(conducted from the beginning of the middle group)
Rules of the game: In the “Magic Traffic Light”, red means the object’s subsystem, yellow means the system, and green means the supersystem. Any object is viewed this way. The item in question can hang (lie) in front of the child, or it can be removed after the display.
Progress of the game: The teacher shows a picture of an animal. Educator: If I hold up a red circle, you will tell me the parts of the animal. If I hold up the green circle, you can tell me what the animal is part of. And if I raise a yellow circle, then you tell me what it is for or what benefits it brings. This game can be used when looking at a picture on any topic, including the topic “Animals”. Educator: 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, domestic, wild animals). Educator: Hare (raises the green circle). Children: The hare belongs to the natural world, to a living system, to wild animals. He lives in the forest.
Educator: Raises a red circle.
Children: A hare has a head, ears, body, tail, paws, nose, and fur.
Educator: Why does a hare change its coat in winter?
Children: To hide from enemies: foxes, wolves.
Educator: raises a yellow circle.
Children: A bunny is a kind, harmless animal; it does not offend anyone. It is needed so that animals can live in the forest and it will be beautiful.
Systems comparison games
"What does it look like"
(conducted from the 2nd junior group)
Rules of the game: The leader names the object, and the children name objects similar to it.
Note: Objects can be similar according to the following characteristics: by purpose (by function), by subsystem, by supersystem, by past and future, by sound, by smell, by color, by size, by shape, by material. Even very different objects can be similar. You can use subject pictures, especially at the stage of familiarization with the game.
The presenter asks to explain why the player decided that the named objects are similar.
Educator: What does a hedgehog's thorn look like?
Children: On needles, on pins, on nails. On pen rods, etc.
Systems comparison games
"Let's switch"
(held from the middle of the middle group)
Rules of the game: The game is played by a subgroup. Each child makes a guess about his own object (can be on one topic) and says what he can do. Then there is an exchange of functions between the children who have guessed the object.
Progress of the game:
P1: I am an elephant. I can douse myself with water from my trunk.
P2: I am a hedgehog. I can curl up into a ball.
P3: I am a hare. I can jump fast.
Then comes the exchange of functions. The hedgehog can now douse himself with water from his trunk. Like this? And the elephant explains how he learned to jump quickly, and the hare to curl up into a ball.
Elena Podkorytova
Report on the work done on the development and implementation of TRIZ technologies in the second junior group
Development report in the second junior group
TRIZ technologies.
Target TRIZ
– 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 qualities, a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their small problems.
To form creative thinking in children, i.e., raising a creative personality prepared to consistently solve non-standard problems in various fields of activity.
For the formation and development of children's creative abilities in the group has:
Corner decorated "Why Chicks", made diagrams of signs, TF wizards, gnomes of the senses, diagrams of emotions, Lull circles, telescopes for highlighting objects in a picture, magic glasses for highlighting objects by features, tables for describing an object.
Visual aids:
Pictures for making logical stories, conversations based on pictures (feelings, emotions) "I'm developing", workbook"Familiarization with the signs", cards "Playing with a sign".
Word games:
Didactic games for the formation of systemic thinking, games - TRIZ plus ecology, games for working with a painting, games for teaching children fantasy techniques.
Game activities for TRIZ:
"The wonderful world of pictures", lesson notes with TRIZ, classes with TRIZ in kindergarten GIN S.I.
Board games:
"What's first, what's next", "Inseparable Friends", "What, where, why", "Want to know everything", "Find a Pair", "Guess by the Shadow", "Logic Train", “For one riddle, four answers”, "Magic Pockets", "Magic Houses of Signs".
Methodological literature:
“We explore and fantasize with Llull circles” (TRIZ technology) T. A. Sidorchuk, S. V. Lelyukh, “Teaching preschoolers to think” A. M. Shchetinina, "I'm exploring the world" T. A. Sidorchuk.
During implementation and application of TRIZ technology, children learned to identify features of objects, perceive and recognize a schematic representation of the names of features, learn to compare an object with a feature of another object. Children develop the foundations of systems thinking, which allow them to give the child a broader and deeper understanding of the objects of the natural world. Children learn with the help of a model (which - what is the same; what does _ what does also) make up riddles. To look at paintings, children use a spyglass to find objects, children combine objects with the help of a wizard (Combine, with the help of magic glasses they learn to identify objects based on shape and color. To enter the picture we use gnomes (listen, smell, touch, feel, I'm watching, but it's still difficult for children to learn actions with gnomes. We read and model fairy tales, try to solve problem situations of fairy tale heroes. Children, with the help of a teacher, learned to analyze and sketch poems in a schematic order and then memorize them. They learn to compose short stories based on a series of plot pictures . In experimental activities, children, with the help of a teacher, learned to compose and read diagrams-algorithms based on an experiment or observation. Children develop speech and creative thinking. We plan further continue to master TRIZ technology in all types of activities with children. After all, this approach leads to the formation of the meaning of the presented information, its expansion and memory loading.
Marina Grishina
“Games with a wizard on the contrary” Open lesson in the preparatory group (TRIZ).
“Games with the Wizard On the contrary” is an open lesson on TRIZ in the preparatory group.
Target: Introduce the method of resolving contradictions “in reverse”
Tasks: Activate your vocabulary by using antonyms; develop a sense of humor and imagination.
Progress of the lesson
Beforehand, in the group, turn over everything you can, agree with the guests that when children enter the group, the guests stand with their backs turned.
Children are included in the group.
Educator draws attention to the guests and to the fact that something has changed in the group. (children's answers)
Educator I guessed. This morning, when I was walking along the corridor, I met the wizard On the contrary. Let's check... if we now say to the guests, “Goodbye, please wait,” the guests will turn and sit down. Let's try. (Children say “Goodbye”….Guests turn and sit down)
The teacher in the group finds a letter.
“Dear guys, my name is the wizard. On the contrary, I really wanted to play with you, but, unfortunately, you were not in the group, so I left cards with games in the envelope. Play them, please, but I need to rush to another kindergarten. Hello"
Educator Let's see what games the wizard offers us to play.
Game "Ping Pong" or "Say the other way around"
You need to stand opposite each other. One says the word, and on the contrary the child says the word backwards.
Far close
High - low
Ceiling - floor
Lost - found
Sad - cheerful
Evil - good
Good bad
It’s coming – it’s worth it
Morning evening
Sick – healthy
Smart - stupid
Fat slim
Old - young
Slender - stooped
Clean - dirty
Educator Well done! And now I invite you to take your seats. He takes out the next card. Guys, the wizard offers to listen to the poem:
A village was driving past a man,
Suddenly the gate barks from under the dog,
"Stop!" - said the horse, and the man neighed.
The horse went into the hut, and the man stood.
The horse ate rolls, and the man ate oats.
The horse got into the sleigh, and the man drove.
Children laugh. He reads the poem a second time, analyzing each line (as it should be correctly). The poem is analyzed; which version was funnier and why, how funny sentences are “arranged”.
Educator Did you like the poem? (children's answers)
Then I'll read it again (read it again)
The teacher takes out the next card from the envelope. Guys, the wizard suggests we warm up a little.
Physical education minute
I will tell you actions, and you must do the opposite.
Hands down!
Hands up!
The carpet stand on the boys;
Place the carpet on the girls;
Turn to face me;
Clap your hands at the girls;
Clap your hands at the boys;
Turn your back to me;
Children should sit in chairs.
Educator takes out the next card. Guys, do you all know fairy tales? And the wizard, on the contrary, offers to play the game “ciphering”. He encrypted fairy tales, and we must guess them. But remember that these fairy tales were encrypted by the wizard On the contrary.
Game "Encryption"(each word in the phrase is encrypted and replaced with an antonym)
Barefoot Dog (Puss in Boots)
Cube (Kolobok)
The Awakened Beast (Sleeping Beauty)
Dog, chicken, wolf (Cat, rooster, fox)
Sarai – Saraich (Terem – Teremok)
Sick Oh-hey (Doctor Aibolit)
Dog House (Cat House)
Chicken Lovely (Ugly Duckling)
Gifted Moon (Stolen Sun)
Educator Well done! We guessed all the fairy tales, but there is something else in the envelope. (Takes out pictures)
Guys! The wizard invited us to play another game.
Fantasizing "On the contrary"
sequence of discussion: main function (purpose) subject.
For example: The light bulb is shining;
The non-object has the opposite function.
For example: A non-bulb absorbs light.
The inverse function must be described by antonyms, not by simple negation.
Comb
Anti-comb: shaggy
Why do you need:
Give your hair fullness
Star in a horror movie
Scare the bandits
Dry your hair
Umbrella
Anti-umbrella: Lets the rain through
Why do you need:
You can freshen up
Can be taken into the desert during a fire
Bulb
Anti-bulb: absorbs light
Why do you need:
You can watch the filmstrip
Sleep during the day when the sun is bright
Play ghosts
Educator Guys, you talked so interestingly about miracle objects. The guests and I wanted to see what they look like...the anti-bulb absorbs the light...
Educator sums up I see that many have already drawn their anti-objects. What wonderful drawings you made (analysis of works)
We will collect the drawings and send them to the wizard on the contrary.
Educator Did you like the games? What was the most interesting for you? (Analysis of the lesson)
Say goodbye to guests.
"Good bad"
Target: 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 is 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.
Q: Man invented fire. Fire is good, why?
D: It makes you feel warm. Dad will make a fire, it will be fun.
Q: Fire is bad. Why?
D: It's dangerous, there could be a fire. If the house burns down, then people will have nowhere to live.
Q: Is leaf fall good?
D: Yes! The earth becomes beautiful, the foliage rustles underfoot.
Q: Leaves underfoot are bad. Why?
D: You can’t always see a bump, your shoes will get dusty or will be wet if after rain.
Game "Teremok"
Target: train analytical thinking, the ability to identify common features through comparison.
Props: drawings of various objects, for example: guitar, teapot, house, bag, tree, apple, pencil, etc. One drawing for each child.
Entering the game: a reminder of the fairy tale "Teremok" and an offer to play the fairy tale in a modified form.
Game progress: 1st option:Each child receives his own drawing and plays for the drawn object. The presenter chooses one of the children as the owner of the tower, and the rest, in turn, approach the tower (the tower is purely conventional - a locker, rug, or just part of the room) and conduct the following dialogue with the owner:
- Knock, knock, who lives in the little house?
- I, (calls himself, for example, guitar). And who are you?
- And I - (calls himself, for example, - apple). Will you let me into the little house?
- If you tell me how you are like me, then I’ll let you in.
The guest must compare both drawings, identify common features and name them. For example, both a guitar and an apple have a stick. After this, the guest enters the mansion, and the next participant in the game addresses the owner. And so on until everyone enters the tower. If someone cannot answer the owner, the other children can help.
2nd option: the same as in the first option, but the owner is constantly changing - the guest who enters becomes the owner, and the former owner becomes “honorary”. And so on until all players take part in the “rotation”.
3rd option: Now let there be several towers and their owners. And guests visit each of the towers in turn.
Notes: You can play not only in a group, but also with an individual child. Then the leader and the child alternately become the owner and guest of the tower, and instead of drawings, you can use surrounding household objects. The game will be more lively if you first train the children a little in naming the properties of various objects.
4th option: learn to find commonalities and differences between two objects.
For example - wood and paper, paper and fabric, metal and wood, glass and clay.
Progress of the game.
Some substance or material lives in a conventional little house. A child playing the role of another material knocks on the house.
Q: Who are you?
1st child: I am paper. Let me into the little mansion.
Q: And I am a tree. I'll let you in if you tell me how you and I are alike.
1st child: We are solid, solid people live in us. We can be smooth or we can be rough.
2nd child: I am glass, let me into the little house.
B: And I am clay. I'll let you know if you tell me how you and I differ.
2nd child: I am fragile, and you are plastic, I am transparent, and you are not
Game "Masha-Rasteryasha"
Target: train attention, the ability to see resources for solving problems.
Previous stage:familiarizing children with the functions of various objects. Why a spoon? Why a door? Why a knife?..
Entering the game: tell (with an appropriate conclusion) about inattentive people who confuse and lose everything. Invite the guys to provide friendly assistance to such Confused Mashas.
Game progress: 1st option:The presenter himself takes on the role of Masha the Confused Man and addresses the others:
Oh!
- What happened to you?
- I lost (names some object, for example, a knife). What will I be now?
(names the function of the lost object, for example, cut bread)?The players name the resources to perform this function, for example: saw, axe, fishing line, ruler; You can break it off by hand. Masha-Rasteryasha can provide a small reward for good advice. 2nd option: the same as in the 1st option, but the role of Masha the Confused is given in turn to all participants in the game. Before the game starts, the presenter can ask the children to make a wish for the lost object. Then he appoints one of the children as Masha the Confused. You can appoint, for example, a neighboring child as the defendant. Then, after a successful answer, he becomes Masha the Confused Man and turns to the next participant in the game in the chain. This ensures that every child participates. But the rest quickly get tired of waiting their turn. You don’t have to appoint a responder; let everyone answer Masha the Rasteryasha’s question, after which the role of Masha the Rasteryasha passes to the next player in the chain. But then not everyone will actively participate in the game. You can combine approaches when, for example, a neighbor should answer first, and the rest can complement. Then Masha-Rasteryasha can evaluate the answers and choose the best one. And whoever gave the best answer becomes Masha the Confused One himself - after all, it is known that “confusion” is contagious...
Game “Yes-No” or “Guess what I wished for”
For example: the teacher thinks of the word “Elephant”, the 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 they are planning.
When children learn to play this game, they begin to make words for each other. These can be objects: “Shorts”, “Car”, “Rose”, “Mushroom”, “Birch”, “Water”, “Rainbow”, etc.
"Twisting a fairy tale."
This game may be familiar to many of you. From our point of view, it has the following didactic properties that justify its use in speech therapy classes for the development of coherent speech - it teaches the child simultaneously the operations of decomposition and composition.
Let's take a well-known fairy tale as an example:
Once upon a time there was a girl whose name was Yellow Riding Hood:
Not Yellow, but Red
Oh yes, Red. So, dad called her and:
No, not dad, but mom.
Right. Her mother called her and said: go to Aunt Marina and take it to her:
She told her to go to her grandmother, not to her aunt:
"What does it look like"
Target: development of associative thinking, teaching children to compare various systems.
Rules of the game : The leader is the teacher, and at an older age the child names the object, and the children name objects similar to it.
Note : Objects can be similar according to the following characteristics: by purpose (by function), by subsystem, by supersystem, by past and future, by sound, by smell, by color, by size, by shape, by material. Even very different objects can be similar. You can use subject pictures, especially at the stage of familiarization with the game. The presenter asks to explain why the player decided that the named objects are similar.
Progress of the game:
IN : What does the lampshade look like?
D: On the umbrella, on Little Red Riding Hood, on the bell, because it is big, on the heron, because it stands on one leg.
Q: What does a smile look like?
D: For a rainbow, for a month in the sky, for sunny weather.
B: Ladle.
D: For the bucket of an excavator, for the constellation Ursa Major, for an umbrella, for a shovel, for a microphone, since the microphone has two parts: the microphone itself and a handle, and the ladle also consists of a bucket and a handle. The microphone can also be metal, like the ladle, or it can have metal parts, and so on.
IN: What does rain look like?
D: On a watering can, when you water something from a watering can, on a shower.
Q: What kind of shower is there?
D: Cold and warm. And the rain in summer can be warm and cold in autumn. And the rain is like a sprinkler that mom puts in the garden and waters the berries and vegetables.
IN: What does a box of colored pencils look like?
D: To the rainbow, to colored paths, to colored caramels (red flavored - raspberry, strawberry, blue flavored - blueberry...)
Q: What does the brush look like?
D: On Baba Yaga’s broom, on a pointer, on the Sorceress (because if you run a brush over the paper, you get some kind of drawing).
IN: What does a traffic light look like?
D: On a three-headed robot, on a rainbow, on a tape recorder.
Q: Why on a tape recorder?
D: Because it is rectangular, and the circles resemble buttons. And also for paints, since the box is rectangular, and the colors of the traffic lights are paints.
IN : What does a needle look like?
D: On a pin, on a button, on a nail, on a knife blade, on a pen rod.
Q: That is, all these objects are united by one characteristic: sharp and metallic.
D: Also on the spines of a hedgehog and a cactus, on the clasp of an earring that is inserted into the ear, it is also sharp.
Game “Verse versa” or “reversal” (carried out 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,...).
"What I was - what I became"
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.
B: TV.
D: It is made of different materials. The body is made of wood or plastic, the screen is glass, and there are many iron parts inside the TV.
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 raises a card with a picture of a black house and the children list the negative qualities. (Example: “Book”. Good - you learn a lot of interesting things from books... Bad - they get torn quickly... etc.)
Can be disassembled as objects: “Caterpillar”, “Wolf”, “Flower”, “Chair”, “Tablet”, “Candy”, “Mom”, “Bird”, “Prick”, “Fight”, “Punishment” and etc.
"A Stone Thrown into a Pond"
(or "Chain of Words")
Goal: to teach children to select words united by meaning, to correctly coordinate them with each other, to develop imagination.
Progress of the game:
The teacher invites the children to make a long train of words, each word a trailer. Cars, like words, must be united with each other, which means each word must pull the next one along with it.
For example, Winter-snowy-cold;
What happens when it's cold? Ice cream, ice, wind
For each word, a trailer is placed, the teacher starts from the last word.
Games to determine the development line of an object
Chain"
The first child names the object, the second - its property, the third - an object with the named property, the fourth - another property of the new object, etc. For example: 1. Carrots. 2. Sweet carrots. 3. Sugar can be sweet. 4. White sugar. 5. Snow can be white, etc.
Something - part of something"
The principle of this game is taken from a game TV show. You will need a cut subject picture of 12 - 16 parts. The picture lies face down on the table. At random, at the request of the children, one square is opened. Children look at it, guess what the image looks like, what other objects have such parts. When the options are exhausted, the next square is opened. And so on until what is shown in the picture is guessed.
"Find Friends"
Rules of the game: The presenter names the object, highlights its function, and the children say who or what performs the same function.
Note: This game can be played in a subgroup, or in a group with frontal forms of work (in class). It is recommended to use the game after children become familiar with the concept of “function”.
Progress of the game:
Leading:The horse carries the load, and what other animal performs this function?
Children:An elephant carries cargo. Maybe a dog - in the North, a deer, a camel.
Leading:A hare can jump, but what other animal can jump?
Children:Can jump a kangaroo, a squirrel, a horse.
Game "Fantasy"
Target: develop the ability to find the resources of objects, replace them with other objects.
Progress: Guys. Imagine if all the buttons on earth disappeared. What can replace them? (Velcro, buttons, hooks, locks).
All textbooks
All matches
Pens
Erasers.
Game "Magic Pictures"
Target: develop imagination and thinking by finding images in the lines drawn by the children themselves (draw with eyes closed).
Progress: Guys, close your eyes now. Pleasant music will sound. To this music, you will draw any lines on a sheet of paper with a felt-tip pen. When the music ends, look at your drawing and find in it familiar objects, images of animals, people, etc.
Paint over and draw the necessary parts with it.
"Let's switch"
Rules of the game: The game is played by a subgroup. Each child makes a guess about his own object (can be on one topic) and says what he can do. Then there is an exchange of functions between the children who have guessed the object.
Progress of the game:
P1:I am an elephant. I can douse myself with water from my trunk.
P2:I am a hedgehog. I can curl up into a ball.
P3:I am a hare. I can jump fast.
Then comes the exchange of functions. The hedgehog can now douse himself with water from his trunk. Like this? And the elephant explains how he learned to jump quickly, and the hare to curl up into a ball.
Game "Little Red Riding Hood"
Target: development of creative imagination.
Props: paper and markers.
Before the game, we remember the fairy tale, and more specifically the episode where Little Red Riding Hood is surprised by the wolf dressed as a grandmother. We explain to the children that now we will play a little differently than in the fairy tale. Our grandmother, having learned about the wolf's plans, turns into some object in order to avoid a sad fate.
How to play: An object is selected into which the grandmother will turn (the object can be selected from children's cards. Players remember the properties of this object (for example, a glass: transparent, empty).
We begin to play, and for clarity, depict a grandmother with a glass body, arms, legs growing out of the glass and a scarf on her head at the top of the glass.
One of the players is designated as grandma. Others or another turns to him: - Grandma, grandma, why are you so transparent (one of the properties of an object is called)?
- To see how much I ate.
And we play like this until all the grandmother’s oddities are explained.
After this, we move on to discussing how the grandmother can protect herself from the wolf (for example, by throwing the contents of her stomach on him or by breaking into sharp pieces so that the wolf cannot eat her, and then, when the wolf leaves, she will be glued together with glass glue).