« TRIZ in educational process Preschool educational institution as a means of forming the intellectual abilities of pupils in the light of the requirements of the Federal State Educational Standard»

Modern society makes new demands on the education system of the younger generation, including its first stage - preschool education. Vector pedagogical activity is aimed at developing creative abilities, non-standard vision of the world, new thinking of the child. Creativity, fantasy, the ability to create something new - the best way forms the personality of the child, develops his independence and cognitive interest. The period of childhood is recognized as unique, and in Art. 1.2. GEF DO is emphasizedthe intrinsic value of childhood as an important stage in the overall development of a person.

Child not limited by "deep experience of life" and traditional ideas about how things should be. This allows them to invent, to be spontaneous and unpredictable, to notice things that we, adults, have not paid attention to for a long time. That is why it is important not to miss this period to reveal the creative potential of each child. Today it makes possible TRIZ - the theory of inventive problem solving. TRIZ-technology adapted to preschool age makes it possible to educate and educate a child under the motto "Creativity in everything".

The purpose of TRIZ is search, research, inventive activity. Developed thinking involves the vision of contradiction, its formation and solution. The result of the solution of the contradiction is the invention. Creativity is the most effective way for the active development of the individual and the development of mankind in today's rapidly changing world.

TRIZ also develops such moral qualities as the ability to rejoice in the success of others, the desire to help, the desire to find a way out of a difficult situation. TRIZ allows you to gain knowledge without overload, without cramming.

The main means of working with children is pedagogical search. We should not give ready-made knowledge to children, reveal the truth to them, the child should learn to find it himself. The teacher gradually leads the children to resolve conflicts.

First stage - a pedagogical situation that brings the child to the problem of the multifunctional use of the object.

Second phase - this is the identification of contradictions in an object, phenomenon. Object research:

Something in it is good, and something is bad,

Something harmful, something interferes, but something is needed.

Third stage resolution of contradictions. To resolve contradictions, there is a whole system of gaming and fairy-tale tasks.

Fourth stage TRIZ program is solving fairy tale problems and inventing new fairy tales with the help of special methods. This method consists in the fact that familiar objects begin to have unusual properties. All this work includes different types of children's activities - playing, speech, productive, musical.

The subject of games, creative tasks depends on the topic of the material being studied.

The main thing is to give children the opportunity to express themselves freely. In ordinary discussions, "generators" and "critics" often interfere with each other. To avoid this, it is proposed - "brainstorming"

"Brainstorm"is a collective search for non-traditional ways to solve a problem, built in a special way.Purpose: development of the speed of thought processes. Rules:

1. it is advisable to work with a small group of children (from 2 to 7)
2. children should be given a setting: you can express any thought, because. criticism from both peers and the educator is excluded.
3. free association should be encouraged; the more "wild" the idea seems, the more interesting it is.
4. there should be as many ideas as possible.
5. the expressed ideas are allowed to be combined in any way;
6. at the end, you should sum up, i.e. choose the most interesting idea.

Benefits of brainstorming:

1. the method is very simple, accessible to children.
2. Does not require prior training of participants, except for the leader, who must know the theory of the method.
3. Can be used daily to develop children's fantasy and imagination and to liberate children's minds.
4. You can teach children not to be afraid to express their thoughts, to remove the fear of criticism and error.
5. To teach to listen to comrades, to respect both one's own and other people's opinions, to make the group friends.
6. Raises the status of a timid child.

This method requires almost no prior preparation from the teacher.

Possible brainstorming topics: how to protect pedestrians from icicles falling from roofs? How to protect the pool from which drinking water is supplied to the city from bathers? How to warm people on the streets in severe frost? How not to quarrel with mom? Think of the house of the future? Etc.

The most effective method of developing children's imagination is "focal object method» - search for new ideas by attaching properties or features of random objects to the original object. The purpose of the method isimprovement of the object by obtaining a large number original modifications of the object with unexpected properties.This method allows not only to develop imagination, speech, fantasy, but also to control your thinking. Using the method, you can come up with a fantastic animal, come up with a name for it, who its parents are, where it will live and what to eat, or offer pictures "funny animals", "pictograms", name them and make a presentation. For example, "Letokrab". His parents: a crab and a bird. Lives in trees near the seas. His house is a nest. Runs very quickly on the ground, flies and swims in the sea. Can get fruit from a tall tree. Work algorithm: v selection of an object and random objects, determination of the characteristic features of random objects, "transfer" of these features to the selected object, aboutevaluation of new ideas and selection of the most effective in terms of implementation, formulation of the task for the development of new modifications of the object

In groups of older preschool age, where children can read, it is advisable to use a table.

This method not only solves the problem of developing children's creative thinking and imagination, but also actively develops speech.

The idea of ​​the world as an infinite combination of various elements that can be controlled helps form the method of morphological analysis. This method involves a special systematic and systematic work with morphotables and morphological box.Morphological analysisis a method of systematizing the enumeration of options for all theoretically possible solutions, based on an analysis of the structure of the object. Morphological analysis is based on the construction of a table that lists all the main elements that make up the object and indicates, if possible, as many known variants of the implementation of these elements. Combining options for the implementation of the elements of the object, you can get the most unexpected new solutions, options that have not been considered before can get into the field of view. The algorithm of actions in morphological analysis: the formulation of the problem, the definition of the most important elements, the definition of options for the execution of elements, the fixation in the table, the evaluation of all options available in the table, the choice of the optimal option. WITH the very first elementary ideas aboutmorphological analysis available to children of the third year of life. Acquaintance with the morphological table should begin with a simple one-dimensional table - the "Magic Path". You can set any indicators on it: color, shape, size, material, etc., depending on the purpose of the lesson. The Hero (object) travels along this path and the most incredible changes take place with him.

For older children, a morphological table is used in the form of two coordinate axes - vertically and horizontally. We can also add a third axis - then we get the Morph box, and the number of possible options will triple. For example, let's takeusing a morphological table when teaching children to write stories.

Main parts of the story
	Beginning (beginning)	One day	many years ago	Once upon a time, there were	heard
	Heroes	Beasts	People	Items (things)	Natural phenomena
	Scene	Town,	Forest,	kingdom,	sea ​​bottom,
	climax	gone	ran away	got sick	turned
	denouement	Rescued	meet fox,	Built a house	Played a wedding

At the initial stage of training, the teacher, together with the children, composes a story or a fairy tale using the created table, in the future you can use cards, for example: A4, B1, C3, D2, D4 - cards can be either individual or on a desk, table, group.

To establish a connection between the past, present and future, you can use the method"multi-screen thinking".

Such a screen gives a teacher a lot: it helps to determine the amount of knowledge that children have already learned; organize the supply of new material in the system - from simple to complex; use the acquired knowledge to create something new. This scheme can be given from a young age, but not all nine screens at once, but to fill them in gradually.

Observation of the growth and development of onions. The results can also be shown in the table:

So gradually the children are brought to work with the "nine-screen". This work might look like this:

	Past	The present	Future
Supersystem	6. Beds where tulips have always grown.	3. Flowerbeds, lawns with tulips of different colors and shapes.	Paintings or other works with these colors.
System	4. Tulip bulb.	1. Tulip	7. Bouquet of tulips, bulbs for planting next year.
Subsystem	5. Roots and sprout at the bulb	2. What does a flower consist of, what is its color, shape, smell.	8. How do tulips differ from each other.

The multiscreen makes it possible to realize the tasks of introducing children to the source of culture, the development of civilization, as it allows you to look at the subject from two sides: historical (history of appearance), genetic (manufacturing technology)

Communication between people is impossible without questions from person to person, teacher to student, student to teacher. Psychologists believe that our thinking largely consists of asking questions and answering them. A question is a form of thinking in which the request for information is expressed. Asking questions is about mind control and providing feedback between people. Thought is impossible without a question. The path from question to answer is the work of thought. It is in order to develop thinking that it is recommended to teach children to ask questions correctly. One way to teach children to ask questions is to game "Danetka":

1. This game is quite exciting and interesting for children and adults. The whole trick is in choosing a really interesting object for this category of players.
2. The game "Danetka" is absolutely simple to play. You determine the topic and the number of questions for which you need to guess.
3. It is easy to vary the difficulty level of the game.

"Danetki" can be compiled from literary works.

1. He ran away from everyone, but he was eaten.
2. I wanted a lot, I stayed with a little
3. Four gathered and scared the villains.

The theory of solving inventive problems also solves another problem of coherent speech - teaching children to compose riddles. Riddles are divided into:

• signs riddles,

• associations

Working with riddles develops: logical thinking of children, vocabulary,

One of the main tasks of the development of coherent speech of pupils is

improvement of monologue speech. This task is solved through

the following types speech activity: writing descriptive stories

about objects, toys, objects and natural phenomena; creative

storytelling; retelling of literary texts; making up stories from

personal experience; storytelling based on a picture or a series of plot pictures. Everything

types of speech activity are relevant when working on the development of coherent speech

children. Working with children to compose stories is the most difficult type

activities. Most often, the content of stories composed by children is almost

the same. This is basically a simple enumeration of actors or

painting objects. But the main disadvantage is that the child is not

builds his story himself, and repeats the previous one with minor

changes. In one lesson, the teacher manages to interview several

children, the rest are passive listeners. Children lose interest in

this type of activity. There is low speech activity,

insufficient cognitive interest not only in the events captured

in the picture, but also in general to speech activity.

It is clear that it is necessary to change the way teachers work

lessons for teaching preschoolers to compose stories. In this job

TRIZ will help us. TRIZ technology offers to apply techniques

fantasizing, guides children step by step through each stage of viewing

paintings. They go from passive listeners to active listeners.

participants.

The work of teaching children to compose a story from a picture is divided into

several stages.

1. Analytical stage. The appearance of the magician "Delhi" - the definition of the composition of the picture. The goal is to identify as many objects as possible (using a "spyglass", "magic window" - all named objects and objects appear on the board)
2. synthetic stage. The appearance of the wizard "Combine" - finding connections. (Game exercises: "Looking for friends" - finding objects related by mutual location; "Looking for enemies" - searching for objects not related by location)
3. Strengthening the imagery of characteristics. The appearance of the wizard "Inquisitive". (Game exercise "Enter the picture" using sensory analyzers). Imagine that you are in this picture. What did you hear. What scents did you catch? Inclusion of touch - a description of the subject to the touch. Taste qualities.
4. Expressive means of speech. The appearance of the wizard "Riddle". Riddles training
5. Line of development (past, but related to the present: what happened 5 minutes ago, an hour ago, a day, a year). Appearance of the wizard "Get behind and run"
6. Future (what will happen, will be - related to this plot)
7. Another point of view.

• from a hero's point of view
• animate or inanimate object
• depending on the emotional, physical state of the hero

1. "Give a name to the picture." The goal is to teach to select proverbs and sayings that are suitable for the content of the picture.
2. Children make up a story.

Thus, as a result of the use of TRIZ in the educational process of preschool children, shyness is overcome, the logic of thinking, creativity and fantasy develop. The speech and general initiative of TRIZ gives children the opportunity to show their individuality. TRIZ technology provides educators and children with creative methods and tools that a person masters regardless of their age. By owning a single tool, children and adults can more easily find mutual language, understand each other.

Used Books:

1. Altshuller G. S., Zlotin B. L. et al. Search for new ideas: from insight to technology (Theory and practice of inventive problem solving). - Chisinau: Cartya Moldoveneasca, 1989.
2. Preschool education: No. 3, 11.12 1997
3. Preschool Education No. 3 1998
4. Murashkovskaya I.N. , Valyums N.P. Picture without hesitation (method of storytelling by picture). - St. Petersburg: Publishing house LLP "TRIZ-CHANCE", 1995.
5. Murashkovskaya I.N. When I become a wizard. – Riga: Experiment Publishing House, 1994.
6. Nesterenko A.A. Land of mysteries. - Rostov n / D .: Publishing house of the Rostov University, 1993.
7. "Development of the child's creative thinking" Yu.G. Tamberg Speech. Saint Petersburg
8. "A child in kindergarten" No. 1,2,4 2001, No. 5.6 2002
9. Technical creativity: theory, methodology, practice. Encyclopedic dictionary-reference book. / Ed. A. I. Polovinkina, V. V. Popova. M.: NPO "Inform-system", 1995.
10. Khomenko N.N. Using the Yes-No Game in TRIZ Teaching. – Minsk, 1995.

"There is nothing easier than to study what is interesting," these words are attributed to the famous scientist Albert Einstein, a man who is used to thinking in an original and unconventional way. Today, however, very few students consider the learning process to be something exciting and exciting, and, unfortunately, such antipathy manifests itself already at an early age of the child. What should teachers do to overcome the dullness of the educational process? How to help children grow into thinking individuals from kindergarten? Many teachers have learned from their own experience that the TRIZ system - the theory of inventive problem solving - is an effective assistant in achieving these goals. What is its essence? How can this technique be used in practice in kindergarten?

The main concept of the technique

Initially, Heinrich Altshuller developed his theory to solve technical and engineering problems. However, over time, the basic principles migrated to pedagogy, gaining more and more new fans every year. The TRIZ system in teaching children is a practical help to a child in finding the best solution to a given problem or situation. The principle is this: "There is a problem - solve it yourself", but not through trial and error, but through an algorithm of reflections that lead the child to the best solution.

Difference from standard teaching approaches

Classical pedagogy assumes that the child simply copies or imitates the actions of the teacher.

According to developmental pedagogy, the child has great freedom to think independently, but still the key decision is in the hands of the teacher. We illustrate these approaches with an example.

Let's assume that all children have the same cups. How to remember yours? The classic approach: the teacher gives each individual sticker, sticks it on his cup and asks the children to repeat this action. TRIZ will look like this: to encourage the child to invent and find differences on his own cup. Does it take more time? Maybe. However, the child's fantasy can amaze with its originality and inexplicability, and this will be his personal meaningful decision.

Practical application in kindergarten

In order to successfully apply TRIZ in kindergarten, it is important for the teacher to be well versed in such concepts as the principle of contradictions, the use of all resources, the ideal end result, and so on. However, it is not necessary to describe the technical arsenal of TRIZ - let it be better to have more practice. For example, a child's toy is broken. Using the principle of contradictions, you can clarify whether this is good or bad. The answer is likely to be "bad". Then the use of all comes into force, but how can it be used now? How is the stand? Or is it a supercar that can ride on three wheels?

An example of applying the technique in kindergarten

TRIZ techniques in kindergarten do not require a specially allotted time - this is a matter of thinking and approach to children. For example, when reading a fairy tale with children, you can analyze the line of behavior of the protagonist.

Referring to the classic nursery rhyme about the steer, "The board is running out, now I'm going to fall," you can encourage children to think about the following questions: how to help the steer not fall? Let him stop. But he needs to move on, what to do? Attach another board and so on. The main thing is not to make decisions instead of the child, but to teach him to think and analyze the situation from different angles and from the point of view of efficiency. TRIZ technologies in kindergarten can bring pleasure to the teacher himself.

So, if you are already inspired and eager to reflect with your wards in this way, then carefully read the following tips.

Skillful use of TRIZ in kindergarten

Having already a basic understanding of what the TRIZ methodology is in kindergarten, and keeping these tips in mind, you can safely disassemble some games. Children will not only like them, but will also clothe the whole theory into reality.

Who lives in a teremochka?

Target: teach the child the elements of analysis, encourage him to notice common signs by comparing them.

Need: colorful images of various objects, for example: a pear, a pen, a house, a backpack, a saucepan, a flower, and so on. You can make these blanks yourself or make them with your children. Ideal for teremka big box or a closet - the fantasy of children will tell them everything else.

Introduction: recall the fairy tale "Teremok" with the children and offer to play it the way they do in the country of Changelings.

Game progress: each child draws out his drawing with his eyes closed and plays for the drawn object. The host chooses the owner of the tower - the king of the Changelings, who called his friends to a feast. The characters take turns approaching the tower. The first invitee asks the question:

Knock, knock, who lives in the little house?

I am ... (calls himself, for example, a flower). And who are you?

And I - ... (calls himself, for example, a pear). Will you let me into the teremok?

I'll let you in if you tell me how you look like me.

The guest carefully compares the two drawings and names the common points found. For example, he can say that both a flower and a pear have a branch. After that, the first participant enters the tower, and the next guest is already knocking on the owner. It is important to maintain a friendly atmosphere: if someone cannot answer, then the rest of the children help.

"Masha-Confused"

Target: train attention, the ability to see all the necessary resources.

Before the game it is important to include TRIZ elements. In kindergarten, this is not difficult to do, since a huge number of various objects are offered to the child's attention. One might ask, pointing to an object, "What is this cup for? What is the door for? What is this pillow for?"

Introduction: tell children about absent-minded and forgetful people who confuse and forget everything (do not forget to make an educational conclusion). And then ask: who wants to help the confused monkeys? Further, the game can be played in two ways at will.

1. The host will be Masha. Looking around in confusion, he says:

What happened?

I lost (names some object, for example, a spoon). What am I going to eat soup now (or call any other action)?

Sympathetic helpers begin to offer their own ways to solve the problem: you can take a cup and drink yushka, and then eat everything else with a fork, etc.

2. The development of the game takes place in the same way as in the first one, but the role of Masha-Confusion is played by different children, and not just the leader. For example, whoever suggested the best alternative to a lost item becomes Masha. Thus, the activity of all participants in the game is ensured.

The role of play in child development

These are just two illustrative examples that illustrate how effective TRIZ methods are, of course, they can be very diverse, for the teacher there is complete freedom of imagination. But if at first something doesn’t work out very well, this is not a reason to give up. The game for the development of a child aged 3 to 7 years is of great importance, because it is in it that the child imitates the social roles surrounding him, so you should try to learn how to combine TRIZ technologies with the game. In kindergarten, this is especially important, believe me, the result is worth it.

What age to start

There are no strict rules and specific restrictions in this matter. However, it is important to remember that already from the first years of his life, the child begins to face situations that require him to find a rational solution. Probably, many of us were eyewitnesses or participants in such a conversation:

Mom, light!

Olya, a chair!

Here is TRIZ. Although, of course, that mother in this case was not aware of what approach she was now using. She simply helped the child solve the problem, prompting him to reflect and use all the resources available to him.

It is all the more important to use TRIZ technologies in kindergarten when a trained teacher works with children. Of course, everyone will have their own successes: some kid is better at sculpting, not drawing, while another is the opposite. However, both have a positive impact on its development. Similarly, TRIZ technologies in any case will have a beneficial effect on the mental and mental development of the child. So is it worth the hassle?

The influence of the technique on the type of worldview of the child

At preschool age, the child does not yet have a formed worldview. Therefore, at this stage, the role of TRIZ in kindergarten is to develop analytical and comparative thinking, the ability to find possible solutions and choose the optimal ones.

However, in the future, such mental training will form not just a thinking person, but someone who is always able to develop. This is not a narrow-minded who gives up and is lost in the face of difficulties. No, it is the kind of thinking that is aware of past wrong conclusions and hypotheses, but continues to move forward with confidence. It is these qualities that are so valued in modern society. A purposeful person, if he sees a dead corner in front of him, then, after analyzing, he will understand that it may be made of plasticine or paper, and will overcome it, spending additional strength.

Choice for everyone

Of course, each parent or teacher will decide for himself how to deal with children. However, it is always useful to reflect: how do I want to see my child or the wards entrusted to me? If all aspirations and efforts are directed only to satisfy physical needs and give a minimum store of knowledge, then will a thinking and versatile personality grow? In our age of fuss and intense pace, it is sometimes difficult to learn something new, but the result is worth it! In any case, climbing a mountain begins with the first step. And who knows what hidden possibilities and huge potential can be discovered in oneself using TRIZ? The main thing is not to be afraid to break teaching stereotypes and look for new approaches. Of course, no one can become a perfect teacher, but you can constantly strive for this goal!

Private nursery educational institution Kindergarten "Watercolor"

Children's short-term practice-oriented project

on this topic:

"Why eat porridge?"

Completed by: Rigert A.V.

March 2016

Project participants: children of the preparatory group with their parents.

Period of execution: from March 21 to March 25 (5 days).

Project type: children's short-term practice-oriented.

Target: creating conditions for enriching children with knowledge about the usefulness of porridge through various activities.

Tasks:

1) to develop cognitive activity in preschool children;

2) find out the reasons why children do not want to eat porridge;

3) develop joint creativity of parents and children.

Relevance:

Adults often say that porridge is the best breakfast, if you don’t eat it, then you won’t have strength, you won’t grow big. It is prepared at home and in kindergarten. But not all children like to eat porridge. We wondered if this was true. And we decided to start our research work on this topic.

Project implementation

1. Preparatory stage

Discussion of the project, finding out the possibilities, funds necessary for the implementation of the project;

Selection of methodological fiction, visual material on the topic;

Drawing up action plans.

What do we know about porridge?

What do we want to know?

What will we do?

useful;

Adds strength;

Not all children love her;

There is oatmeal, buckwheat, semolina, rice porridge;

It happens in bags;

Helps to grow.

What are they made from?

How they prepare;

Is there fruit porridge.

We go to the kitchen;

Let's see how mom cooks;

Let's ask for the recipe.

We decided to find out how many children in our garden do not like porridge and why?

To do this, we conducted a survey:

1. Do you like to eat porridge?

2. What is your favorite cereal?

3. If you don't love, then why?

56 children from our kindergarten took part in the survey.

The results of the survey revealed the following:

46 people (82%) like to eat porridge.

10 people (18%) do not like to eat porridge.

Causes:

3 people (5%) do not like porridge because it is tasteless;

6 people (11%) - looks bad (does not like how it looks);

1 person (2%) - there are other healthy foods.

Favorite cereals:

buckwheat,

corn,

millet,

semolina,

rice.

Thematic plan:

what is porridge? (work with explanatory dictionaries);

study of porridge, which is given in kindergarten;

proverbs and sayings about porridge;

phrases and expressions about porridge;

visiting the kitchen, questions to the chef;

role-playing game "Cooks";

writing poems about porridge;

game "Past-future" ("Logic chains");

composing and guessing riddles;

what is useful in porridge, what useful substances it contains.

2. Main stage

Conversation with children on the topic: "What is porridge?"

Let's turn to dictionaries.

Explanatory Dictionary of S.A. Ozhegov :

"Porridge"-

1. A dish of boiled or steamed cereals.Buckwheat

2. trans. Same as mess (in 1 value) (colloquial). K. from sand and snow.

3. Something disorderly, confusion (colloquial).

Explanatory Dictionary V.I. Dal:

"Porridge"-

1. Thick food, cereals boiled in water or milk. Steep porridge, buckwheat, millet, spelled, barley, oatmeal, rye or green, etc. It is cooked in a pot and in the oven, baking on top; liquid, gruel; slurry, according to density, between steep and gruel, stew with cereals.

2. old lunch after the wedding at the young, on a new farm. A neighbor calls for porridge, for christening or for dinner with the young. Cow, feast on cereals, with young people, or at christenings. Cashiering cf. feasting on porridge, porridge.

3. Confusion, turmoil, turmoil.

Etymological Dictionary of R.P. Andreeva:

"Porridge"-

Type of food: a dish of cereals, boiled to a density in water or milk.

From what we read, we concluded that porridge is:

cereals boiled in water or milk;

dinner after the wedding;

mess, confusion.

A study of porridge, which is given in kindergarten.

We examine the cereals that are given in kindergarten and put our observations in the table.

Learned phrases and expressions about porridge

You won’t cook porridge, you won’t agree, you won’t do the job.

I ate little porridge - little strength or experience

To brew porridge is to start something complicated that threatens with trouble.

To disentangle porridge - to cope with a difficult task.

Proverbs and sayings about porridge.

Shchi and porridge are our food.

Brewed porridge, and disentangle it yourself.

Visiting the kitchen, questions to the chef

Alena Vladimirovna told us how she cooks buckwheat porridge.

Sort out the cereal.

Put on fire. Salt. Add sunflower oil.

Follow and stir.

Role-playing game "Cooks

»

Composing poems about porridge

Once upon a time there was a kind Masha,

She ate oatmeal.

She became beautiful.

And she was always loved.

Eat porridge!

There was porridge on the table.

Mouse Masha crept up to her.

The mouse loves porridge very much.

Well, we'll forgive the cutie.

Making puzzles about cereals

White as snow.

Oval like the number 0.

Small as an ant, but not alive.

Boiled like noodles.

This grain is brown like wood.

Smaller than a stone.

The shape is triangular like a mountain.

Light as a ball.

The game "Past-future" ("Logic chains")

Target: learn to name the past and future of an object, make a chain.

Game progress: the child makes a chain and answers the question of an adult:

- What was the object? What will the object be? For example: millet-millet-millet porridge.

What is useful in porridge, what useful substances does it contain?

If you eat porridge every day, you won't have to

go to the pharmacy for vitamins

2. Vitamins A, B, C, D,E.

3. Adds strength.

4. Contains fiber, which affects the functioning of the heart.

5. If there is cereal with milk. That will be a slim figure.

composing a fairy tale

A fairy tale about a cat, a mouse and porridge.

In one cozy village house there lived a cat Purr.

Purr's cat was kind but lazy. The whole day the cat lay on the stove and was lazy, did nothing, and even he was too lazy to eat.

But late in the evening hunger attacked him, and he had to cook porridge. He liked buckwheat porridge, because it reminded him of a big cutlet. Gathering his strength, the cat began to cook porridge.

The mouse Belozubka lived in the house, she was cunning and gluttonous. Smelling the smell of porridge being prepared, the mouse decided to eat porridge, and for this she came up with an insidious plan.

The mouse waited until the delicious porridge was cooked, got out of the mink, ran up to the cat and told him in a plaintive voice: “kitty, you are so kind, so caring, don’t let the poor mouse die of hunger, treat me with one tiny grain of your delicious porridge.”

The cat took pity on the little hungry mouse and gave her a grain. After eating a grain, the mouse began to ask for more and more. The cat was very kind, so he could not refuse the poor hungry mouse. And so, grain by grain, the mouse dragged all the porridge from its mink

The cat saw that he no longer had porridge, was very upset, and began to meow plaintively. His plaintive meow was heard by the brownie, who lived in this house and guarded his peace and comfort. He decided to help the cat, collected all the crickets living behind the stove, and they dragged all the grains of porridge back into the cat's bowl.

What was the surprise of the White-toothed mouse when she did not find a single grain in her mink. And Purr's cat could not believe his eyes, the porridge was again in his bowl.

So the brownie helped the good cat, and the mouse stopped being cunning and learned to share.

Cooking porridge at home with moms

Alena Sagalbekova
The use of TRIZ technology in the activities of preschool educational institutions as a factor in the development of intellectual abilities of older preschoolers

"USE OF TRIZ TECHNOLOGY IN THE ACTIVITIES OF DOE AS A FACTOR"

Sagalbekova Alena Vladimirovna

Reforming the Kazakh system preschool education and upbringing involves the creation of conditions that ensure development of the abilities of each child. In the Law of the Republic of Kazakhstan "On Education" stated that one of the tasks of the education system is development and enrichment of intelligence by creating conditions for development of individuality.

The modern system of education in preschool educational institutions largely preserves the traditional approach to teaching children. Monotonous, patterned repetition of the same actions minimizes interest in learning. Children are deprived of the joy of discovery and may gradually lose ability to intellectual development . The way out of the existing contradictions between the increasingly complex content of education and old methods of its implementation is the transition to innovative methods, more focused on child development, the formation of his creative potential. What makes it necessary to join TRIZ for older preschool children. The purpose of the work is to substantiate and test the main ways use TRIZ technologies in preschool, how factor in the development of intellectual abilities of older preschoolers.

The object of study is the process development of intellectual abilities of older preschoolers in a preschool educational institution.

Subject of study - use of TRIZ technology as one of the leading development factors(thinking and imagination) older preschoolers.

Invaluable contribution to research psychological foundations The creative process was introduced by prominent scientists of our Republic K. B. Zharykbaev, M. A. Kudaykulov, M. M. Mukanov, T. T. Tazhibaev, and many others. It is also necessary to highlight a number of dissertations devoted to the problems intellectual abilities conducted by Kazakh scientists B. Sh. Baizhumanova, B. A. Turgunbaeva, L. G. Dirksen, T. U. Ospanova and others.

TRIZ- the theory of solving inventive problems - was developed by the scientist, science fiction writer G. S. Altshuller. Further development of his ideas and specific pedagogical technologies carried out by his students, the most famous of which are L. M. Kurbatova ( "Umka", M. Shusterman and others.

In 1982, the International Association TRIZ, which at the end of 1989 began to conduct special seminars, thanks to which TRIZ is widely used in schools and colleges. TRIZ was first used in a kindergarten in 1987 in the city of Nakhodka, where the children of the preparatory group gladly accepted the game for development of creative abilities"Little Men". Acquaintance with inanimate nature (ice, steam, snow, water) transferred "little men" to other areas of knowledge. They began to build fortresses, fly, swim. Class environment unusual: communication is free, you can doubt answering questions, get better, guess, reflect and make "discoveries". TRIZ is a technology, with the help of which the teacher forms the qualities of a creative personality in children. The main means of working with preschoolers is a pedagogical search. Teaching children, the teacher comes from his nature, i.e. uses the principle of nature. rule Trizovites: each individual is talented, you just need to teach him to navigate in modern world to achieve maximum effect.

Program TRIZ teaches not only the child, but also the teacher. Within the framework of this program, it is unacceptable to take ready-made formulas and transfer them to a lively atmosphere of classes with children. TRIZ these are not methods of creative pedagogical work compiled once and for all, but constantly developing program designed to overcome the psychological inertia of both children and teachers.

The main goal set TRIZ- a teacher is the formation of creative thinking in a child, i.e. the upbringing of a creative personality prepared for a stable solution of non-standard tasks in various fields activities. This requires the preparation of the teacher, his desire to find something new, to create, to look for the unconventional in the ordinary.

The model was developed as factor in the development of intellectual abilities of older preschoolers.

Experimental work confirmed that this model should include the following Components:

target block (setting the goal of the study);

Motivational block (a system of rewards, stimulation of cognitive interests, the formation of the need for intellectual activity);

tool block (forms of work with children and methods TRIZ-technologies) ;

Diagnostic unit (diagnostics development of thinking, imagination and intellect);

Result block (analysis of results, further planning of research work).

From 5 regions preschool education, the most appropriate use such as"Knowledge" and "Creation" .

To stimulate the mental activity of children and eliminate the negative effects of novelty used methods and elements used in solving inventive problems, we have tested more than 20 methods and techniques TRIZ.

According to the results of surveys of kindergarten teachers, the main criteria for effective methods, elements and techniques TRIZ in the activities of a preschool institution:

The ability to quickly organize the educational process;

Formation intellectual skills;

Preliminary preparation;

Practice - orientation.

As a result, the data obtained were determined the most effective methods and methods of the theory of inventive problem solving.

Fantasizing techniques: decrease - increase are used to change a property of an object. With it, you can change the size, speed, strength, weight of objects. V senior preschool age, mathematical representations are only being formed, therefore the use of this technique contributes to the development of these ideas. Children with interested in measuring the size, weight in FEMP classes.

Reception "Opposite Meanings"- another tool TRIZ, allowing to bring children to an understanding of the contradictions between objects and phenomena of the surrounding reality. This one is for kids senior preschool age is relevant, because they are still learning about the world around them. This approach is very well received. preschoolers at play"Vice versa". With children to work "Getting to Know the World" we lose the exercise "Vice versa".

Creative task methods:

Perfect end result (RBI). The essence of the method is that the solution of the problem starts from the end. Determine the end result - the answer.

IFR is a solution that we would like to see in our dreams and which is carried out by beings or means (magic words, magic wand, invisible hat, etc.). With kids use constantly this method, because it causes them delight and joyful sensations. excerpt classes: “Guys, today we are waiting for interesting travel to the country "Umnyashek". But for this trip, we need a special transport, which you and I must invent. The peculiarity of this transport lies in the fact that it is possible to engage in classes and travel at the same time. On my board you see two components of this transport - a desk and a car.

Let's invent this transport and give it a name (children collect transport and give it a name - partomobile, autodepartment)».

In the "fantasy binomial" words are taken not in their usual meaning, but liberated from the linguistic series in which they appear everyday. They are “detached”, “displaced”, snatched away and hovering in the clouds.

Example: take two the words: "giraffe" and "kitten". Simplest way to articulate them is to resort to the help of a preposition and a case. Thus we get several paintings: giraffe with a kitten; giraffe in a kitten; giraffe kitten, etc. Each of these pictures can serve as the basis for inventing a specific situation. I use this method in the classroom, which allows us to come up with new stories with unexpected characters.

Trial and error method - essence: promotion and consideration of all solutions. Every idea comes up. The task is set, and the phrase "What if." helps by sorting out the most incredible assumptions to solve the problem. "What if"- faithful companion of the experiment.

For preschoolers this method can be an exercise, the first initiation into the thought process, but no more, because in order to take a step towards solving a specific problem, one must learn to identify the contradictory properties of objects and phenomena.

While working with children use this method in the game activities, for example, playing in the hospital you do not have a syringe. What can replace the syringe. Children begin their answers with the words "what if use…» .

Methods for activating the enumeration of options have proven that in practice it is possible to control the creative process, albeit within limited limits. To such methods relate: method of focal objects; morphological analysis; brainstorming, synectics, RCS operator, system operator, etc.

Method of garlands and associations. Garlands of analogies are formed in the form of a list of words. It can be all parts of speech, as well as combinations of words. Starting from the original word, make up a chain (each new association is found not by the first, but by the last word).

intellectual abilities development imagination and thinking. In the second chapter "Main Directions for Improving the Use of TRIZ Technology in the Activities of Preschool Educational Establishments as a Factor in the Development of Intellectual Abilities of Senior Preschoolers", a program was developed for the operation of an experimental site on the basis of the State Institution of Kindergarten No. 14 "Gull" department of education of Kokshetau, Akmola region for the period September 2012 - December 2014.

The creative group of the school-garden identified the following topical issues in order to implement the program with using TRIZ technology to educational process:

– formation of conditions for intellectual self-realization of the child;

– development of individual abilities, positive motivation and skills;

– fostering a culture of behavior preschooler necessary for the subsequent development educational programs schools;

– ways development and improvement of cognitive interest participants in the pedagogical professional competencies of teachers on the research topic;

Ensuring the educational process teaching materials on this topic.

Work on the program of the experimental site " Use of TRIZ technology(theory of inventive problem solving) v activities of the preschool educational institution as a factor in the development of intellectual abilities of older preschoolers» has a practical focus, as promotes achieving the end result development of intellectual abilities of children of senior preschool age and improve the professional skills of teachers preschool.

Experiment base: experimental senior group - No. 5; control senior group №8.

Ways developed and tested use of TRIZ technology in preschool educational institutions, how factor a, defining intellectual development of older preschoolers. Introduction of new technologies in the educational process of any educational and educational institution is associated with certain pedagogical paths that allow not only to infiltrate the process, but also qualitatively monitor its results.

The purpose of creating paths use of TRIZ technology is to improve efficiency intellectual development of older preschoolers. Participants are: children, teachers, parents.

As known, preschool institutions in the Republic of Kazakhstan are working on the following educational areas Keywords: health, communication, creativity, knowledge, society.

us for research development of intellectual abilities children were selected two educational areas:

- "Knowledge"(basics of ecology, FEMP, design, familiarization with the outside world, since in this area it is best to track development of thinking.

Creativity, because in this area there is imagination development.

Achieving the final result in each of these areas is directly related to the creation of special pedagogical paths that require a phased, consistent and scientifically based approach.

To the ways of implementation we refer to TRIZ technologies:

Preparing teachers to master the methodology at the required level;

Organization phased work implementation TRIZ-technologies in the educational activities of preschool educational institutions;

Gradual complication of tasks and exercises within use of TRIZ, problematization of the content, novelty of methods, means and forms of implementation;

Creating a positive emotional background in children at using TRIZ technology;

Variety of practical children's activities, stimulation of activity and independence in it;

Creating opportunities for children to interact in the course of completing tasks TRIZ;

Adapting the content of education to the methods TRIZ;

Involving parents in joint activity with children on assignments TRIZ.

Experimental work was carried out on the use of TRIZ technology in the activities of preschool educational institutions as a factor in the development of intellectual abilities of older preschoolers.

The experiment involved 2 groups (49 children) aged 4 to 6 years. experimental senior group number 5. Control senior group number 8.

To determine the level development of intellectual abilities of older preschoolers at the ascertaining stage of the study, at the end of the formative and at the control stages of the experiment, we used, research methods and diagnostics:

G. N. Matveev, I. V. Vyboyshchik « Development ;

- « Development associative imagination" A. I. Savenkova;

- « Development creative imagination" author O. M. Dyachenko;

- « Development verbal imagination" G. N. Matveev, I. V. Vyboyshchik;

- « Intelligence Development»

Criteria for indicators of formation were identified development of intellectual abilities of older preschoolers.

At the formative stage of the experiment - January 2013 - January 2014, we started with working with parents in the experimental group No. 5.

A meeting was held with parents « TRIZ in kindergarten and at home advice for parents on topic: "Do you want a smart child?". Conducted training for parents "Smart child".

Developed a guide for parents "How to behave with why"? A survey of parents of group No. 5 was conducted "What I Know About Children's Imagination"? 30 parents took part in the survey.

The results of the survey showed that in working with parents, purposeful, thoughtful educational work is needed in order to clarify the need development of the imagination as one of factors formation of cognitive the interests of the child.

In February 2013, a intellectual game using TRIZ elements involving parents and children "Health Kaleidoscope" in the experimental group No. 5. With the children of the experimental group No. 5, various forms of training and methods were carried out. TRIZ technologies for the development of intellectual abilities.

There are various approaches to building lessons with using TRIZ elements: building a lesson on one algorithmic chain (the main content is the solution of a creative problem) or usage on the traditional content of individual elements. We made Lull's Circles according to topic: "Protect the environment".

V senior preschool age organized games with independent using reception of statics-dynamics.

Throughout preschool period, we singled out the methods of revival-petrification when getting acquainted with fairy tales, legends, myths.

At the end of the formative stage of the experiment, diagnostics were carried out, which used at the ascertaining stage of the experiment.

Work on using TRIZ technology continued in kindergarten. Classes were held elements and techniques of TRIZ were used in game activities. We organized a weekly exhibition of children's works - drawings, applications.

At the control stage of the experiment - February 2014 - May 2014 were used the same diagnostics, as at the ascertaining and formative stages of the study. We will show only the comparative results of the study in two groups at the ascertaining and control stages of the experiment.

Diagnostics G. N. Matveev, I. V. Vyboyshchik « Development visual-schematic thinking».

development visual-schematic thinking in the experimental group No. 5 and the control group No. 8 at the ascertaining and control stages of the study.

High 0% 4 people - 16% 0% 1 person - 4%

Above average 10 people - 42% 11 people - 46% 9 people - 38% 10 people - 42%

Medium 11 people 46% 9 people - 38% 13 people - 54% 13 people - 54%

Below average 0% 0% 0% 0%

Low 3 people - 12% 0% 2 people - 8% 0%

The material of the diagram clearly shows that as a result use of TRIZ technology in the classroom and in the game activities in the experimental group, the number of children with a level development thinking increased significantly, in the control group No. 8 at the control stage of the experiment there was a slight increase in the results of levels development visual-schematic thinking. This indicates that TRIZ technology contributes to the intellectual development of older preschoolers development visual-schematic thinking.

Diagnosis O. M. Dyachenko « Development creative imagination".

Comparative monitoring of the results of diagnostics of detection of levels development creative imagination in the experimental group No. 5 and the control group No. 8 at the ascertaining and control stages of the study.

Table 3. Comparative results of the study in the experimental and control groups at the ascertaining and control stages of the experiment.

Levels development creative imagination Primary diagnostics group No. 5 for September 2012 Final diagnostics group No. 5 for March 2014 Primary diagnostics group No. 8 for September 2012 Final diagnostics group No. 8 for March 2014

High 6 people - 24% 18 people - 72% 8 people - 32% 10 people - 40%

Medium 14 people - 56% 7 people - 28% 12 people - 48% 13 people - 52%

Low 5 people - 20% 0% 5 people - 20% 2 people - 8%

An analysis of the diagram shows that in the experimental group No. 5, the level of creative imagination increased significantly at the control stage of the study, which indicates that the use of TRIZ technology contributes to the development of intellectual abilities(imagination). In the control group No. 8 TRIZ technology was not used- there was a slight increase in results.

Diagnostics of G. N. Matveev, V. N. Vyboyshchik level development verbal imagination preschoolers.

Comparative monitoring of the results of diagnostics of detection of levels development verbal imagination in the experimental group No. 5 and the control group No. 8 at the ascertaining and control stages of the study.

Table 4. Comparative results of levels development verbal imagination in groups No. 5 and No. 8 at the ascertaining and control stages of the experiment

Levels development of verbal imagination Primary diagnostics group No. 5 for October 2012 Final diagnostics group No. 5 March 2014 Primary diagnostics group No. 8 for October 2012 Final diagnostics group No. 8 March 2014

High 10 people - 40% 17 people - 68% 10 people - 40% 11 people - 44%

Medium 9 people - 36% 8 people - 32% 10 people - 40% 11 people - 44%

Low 6 people - 24% 0% 5 people - 20% 3 people - 12%

Analysis of the diagram of the final diagnosis shows that in the control group No. 8 there was a slight increase in the results.

And in the experimental group No. 5, the level of verbal imagination increased significantly, which indicates that the use of TRIZ technology contributes to the development of intellectual abilities in older preschoolers.

Level diagnostics development associative imagination senior preschoolers according to method A. I. Savenkova.

Comparative monitoring of the results of diagnostics of detection of levels development associative imagination in the experimental group No. 5 and the control group No. 8 at the ascertaining and control stages of the study.

Table 5. Comparative results of levels development associative imagination in the experimental and control groups at the ascertaining and control stages of the experiment.

Levels development of associative imagination Primary diagnostics group No. 5 for October 2012 Final diagnostics group No. 5 March 2014 Primary diagnostics group No. 8 for October 2012 Final diagnostics group No. 8 March 2014

High 10 people - 40% 14 people - 56% 8 people - 32% 10 people - 40%

Medium 13 people - 52% 11 people - 44% 15 people - 60% 14 people - 56%

Low 2 people - 8% 0% 2 people - 8% 1 person - 4%

Analysis of the diagram of the final diagnosis shows that in the control group No. 8 there was a slight increase in the results. And in the experimental group No. 5, the level of associative imagination increased significantly, which indicates that the use of TRIZ technology contributes to the development of intellectual abilities in older preschoolers.

Diagnostics « Intelligence Development» using the Goodenough-Harris test.

A comparative analysis of the diagram shows that in the experimental group No. 5 at the control stage of the experiment, the norm of results intelligence development according to the point system, all 21 children have. There is no non-compliance with the norm of points in the group. And in the control group No. 8 at the control stage of the study, the norm of results intelligence development according to the point system have 18 people. Non-compliance with the norm of points in the group is 3 people.

The diagnostic results indicate that the use of TRIZ technology contributes to the intellectual development of older preschoolers aimed not only at mastering a certain amount of knowledge and skills, but also at development thinking and imagination.

Conclusion

1. Analysis of theoretical literature on the problem the use of TRIZ technology in the activities of the preschool educational institution showed, what is this technology effectively develops the intellectual abilities of older preschoolers;

From 5 regions preschool education, the most appropriate use such as"Knowledge" and "Creation" because their content is more focused on development of intellectual abilities.

Using the methods and techniques of TRIZ technology influences the development of all intellectual abilities, however, they are most effective in development imagination and thinking.

2. Work on the formation intellectual abilities should be done on a model basis. For this, a model was developed development of intellectual abilities of older preschoolers in terms of application TRIZ-technologies in preschool educational institutions.

The model is a graphical reflection of the structure of the pedagogical system of formation intellectual abilities of preschoolers.

3. Experimental work showed the importance of developing a special program for the use of TRIZ technology for the development of intellectual abilities of children of senior preschool age.

4. Based on the above, scientific and methodological recommendations for teachers and parents were developed senior preschoolers on the intellectual development of children, in conditions use of TRIZ technology in preschool educational institutions.

The mind of kids is free from stereotypes and patterns, it is truly active and open to learning about the vast world around. Non-standard perception of the world allows children to have charming spontaneity and purity, delightful ingenuity, the ability to be surprised and notice what serious adults sometimes cannot see. No wonder they say that the mouth of a baby speaks the truth. Over the past decades, one of the most popular methods in kindergartens is a version of the TRIZ technology (the theory of inventive problem solving) adapted for preschoolers, aimed at unlocking 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 national 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, the presentation of material, techniques and working methods. He relied on the statement of L. S. Vygotsky that the child perceives the program 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 kindergarten from the age of three.

Each child is originally talented and even brilliant, but he must be taught to navigate the modern world in order to achieve maximum effect at a minimum cost.

G. S. Altshuller

Heinrich Saulovich Altshuller was an outstanding scientist, who was distinguished by kindness and foresight

The strategic goal of TRIZ pedagogy is the comprehensive development of the child's creative abilities. Tasks of using TRIZ technology:

• development of non-standard, systemic, uninhibited, wide-ranging, flexible thinking, the ability to track subtle cause-and-effect relationships, to see the logical patterns of ongoing phenomena and events;
• formation of a holistic picture of the world;
• fostering interest in search activities, the desire to develop unusual options for solving the 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 the generally accepted traditional methods of education and upbringing is the desire to form a heuristic skill of independently searching for answers to questions, discovering the problematic grain of the problem, rather than automatically and mindlessly reproducing the algorithm proposed by adults.

The algorithm for solving any problems is built in a certain logical sequence of stages:

1. Competent formulation of the task, identification of the problem (solving riddles, deciphering metaphors, children independently determine tasks).
2. Identification and understanding of contradictions (good-bad, good-evil).
3. Definition of resources (children find out what an object can do, what actions it performs).
4. Expected optimal result (expectations are based on actual conditions).
5. Modeling of various solutions, resolution of contradictions (exercises, role-playing games, puzzles, rebuses, etc.).
6. 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, regime moments;
• allows you to reveal the individuality of each child;
• stimulates the interchange of original ideas;
• helps to feel the taste of success in achieving goals;
• stimulates creative active independent thinking;
• develops children's imagination, which is embodied in play, practical, artistic activities;
• helps to form a personality capable of offering a non-standard solution, finding a way out of a difficult situation, helping others to look at the problem from a different angle.

Video: five steps to creative thinking (master class)

Video: lesson with TRIZ elements (the world around)

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 - out a large number of the proposed solutions and creative ideas, the most promising from a practical point of view are selected. This method can be called a "magic wand" because with its help children can find a way out of difficult situation(how to save the Snow Maiden, how to draw without a brush, how to transfer water in a sieve, etc.).

Organization and conduct of brainstorming:

1. Preparatory stage:
   • a clear and understandable statement of the problem,
   • formation of a team of participants and distribution of roles,
   • choice of leader.
2. Main stage. The teacher encourages the creative passion and enthusiasm of his pupils, does not criticize, does not evaluate, does not limit the expressed thoughts and suggestions. Even the most absurd and bold ideas are heard and accepted for discussion. Contents of the main stage:
   • development,
   • combination,
   • idea optimization.
3. The final stage:
   • critical analysis,
   • grade,
   • selection of the most valuable ideas.

During the brainstorming session, the most promising ideas are selected from a large number of proposed solutions.

Examples of questions for discussion:

• how to prevent the bear from destroying the tower;
• how to perform a melody without musical instruments;
• how to tell a story 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 the unfamiliar, to move away from the familiar. According to the author, analogies will help develop the child's creative abilities:

Developed in the thirties of the twentieth century by Professor E. Kunze of the University of Berlin, 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 contributes to overcoming the inertia of thinking, the development of fantasy, since children are faced with the task of transferring the properties of one object to another, which, of course, breaks the stereotypes of perception. Subject 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 the image various items(fancy dress, children's car, bright ball, balloon, doll, book, etc.). Two participants choose cards and name the features of the depicted objects, for example, “a beautiful, high-speed automatic car” or “an interesting, big book with fairy tales”. Then the teacher invites the children to “exchange” properties and talk about their objects again, but with new features: “I have a beautiful book with automatic control, which itself tells fairy tale stories. 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, “Bunny Monkey” - was 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 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. The value of system analysis:

• It helps to figure out what parts (subsystem) consists of and what element of the whole (supersystem) an object (system) is; introduces the actions and functional properties of individual parts, allows you to understand what subsystems and systems these parts are combined into, what kind of vertical (from bottom to top) they form.

  system operator. Object - fox

• Contributes to the formation of the ability to analyze the actions of the object, taking into account the time scale (past, present, future) at the level of the system, subsystem and subsystem.

  System object (timeline). Object - bow

• System: hare.
• Subsystem: eyes, nose, long ears, soft paws, fluffy tail.
• Supersystem: forest animals.
• Past: before the hare was a little hare, the hare mother took care of him, she fed him milk, taught him to get food, 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.
• Anti-system: the hare is afraid of the wolf, therefore, the wolf hunts the hare and can eat it.

In working with older preschoolers, an extended, 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. Similarly, you can build an interesting cognitive 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's rings help to master systems thinking - an effective multifunctional game aid that is used in all types of educational activities (mathematics, speech development, musical education, literacy) and consists of three rotating circular zones:

• a small circle - cards with the image of objects participating in a role-playing game (fairy-tale heroes, a person, an animal, an object, etc.);
• middle circle - attributes for the game (magic wand, steering wheel, syringe, hole, nest, etc.);
• large circle - actions of objects (rescues the princess, rides, heals, runs, etc.).

Rings of Lull is an effective multifunctional game tool that is used in all types of educational activities

• The game "Tale in a new way." Two rings are spun, then the child models a story using a random combination of two cards (a fairy tale hero and a fairy tale attribute). You need to compose the plot of a fairy tale, considering, for example, such unusual couples as Cinderella and the Golden Key, Pinocchio and walking boots, Cheburashka and a magic carpet, etc.
• The game "Who is whose cub." Circles depicting animals and babies. A paradoxical situation is discussed, for example: “How will hares raise a wolf cub, and a chicken 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 by systematic enumeration of all theoretically possible solutions or object characteristics. The morphological table consists of two coordinate axes - horizontal (object) and vertical (features). The morphological box includes a larger number of axial lines, for example, there can be several objects (child, teenager, old man), the list of characteristics is expanding (clothing, mode of movement, appearance, character).

Example: random selection of characteristics gives very interesting new images, for example, Carlson is a cute, obedient child dressed in a festive costume, 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 the development of imagination.

The morphological table consists of two coordinate axes - horizontal (flower) and vertical (color, shape, quantity, shape)

Danetka

Rather a game than a method, Danetka teaches to formulate questions accurately and clearly, to highlight the most significant features, to systematize objects according to general characteristics.

Rules: children guess the object with the help of leading questions, which they themselves formulate, you can only answer “yes” or “no”. Initially, questions of a general nature are raised (this is a person, an animal, a mechanism, a plant, etc.), then more directed and clarifying.

Danetka is a method that teaches you to formulate questions accurately and clearly, to find the most important features, to systematize objects according to general characteristics.

"Gold fish"

The method teaches to distinguish between the real and fantastic worlds, to see the interpenetration and interweaving of these two worlds. Analysis of the fairy tale in terms of the separation of real and fantastic events:

• the old man threw a net and pulled out a fish - a real situation;
• caught a talking Goldfish - unrealistic, because aquarium fish do not live in the sea.

Hypothesis: an aquarium crashed on the deck of a ship making a round-the-world voyage, and a goldfish fell into the sea. Thus, the hypothesis helps to step over from a fabulous, fantastic situation into a real one.

Typical fantasy techniques - six true wizard friends help a child to get used to the world of fantasy, who, under the power of an adult, turn 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 men develops an understanding of the essence of natural phenomena, the composition of matter. Fairy-tale characters behave differently in different substances, for example, in solids they are inseparable, motionless and tightly pressed against each other, in liquids they are next to each other, but not so close, finally, in gaseous ones they are very playful and constantly are moving. Therefore, through experimentation, children come to the conclusion that when water turns into ice, little men change their character and behavior.

Modeling by little men is valuable for its simplicity and clarity

TRIZ technology classes in kindergarten

Each teacher is interested in ensuring that the children are not bored in the classroom, and that they complete the tasks as consciously as possible, while showing independence and creativity.

Types of occupations:

TRIZ lesson plan

The TRIZ technology lesson is held within the same time frame (15 minutes for the junior group, 20 minutes for the middle group, 25–30 minutes for the senior and preparatory group) as the traditional one and in a similar structure, but the filling of the stages differs in specific tasks and exercises corresponding to logic of solving inventive problems.

1. Stage one (introductory, motivating) - awakening interest, identifying a problem, setting a task, formulating the topic of the lesson. Tools: morphological analysis, synectics (tips in the form of metaphors, riddles, elements of theatrical staging).
2. The second (main) stage is the clarification of contradictions, the clarification of the resource base with the help of games, the modeling of possible solutions using the techniques of the TRIZ methodology.
3. Stage three (reflection) - choosing the optimal solution, self-assessment and introspection (What did you do? What did you learn new? What worked and what didn’t?), tracking the logical chain of reasoning. Tools: introduction to the work of the element of the system operator, the use of morphological analysis.

Table: summary of the lesson in the preparatory group "Visiting a fairy tale", author Natalia Olegovna Paraunina

Purpose and objectives of the lesson	Goal: To continue teaching children about creative storytelling using TRIZ technology. Educational tasks: Clarify and enrich children's knowledge of Russian folk and author's fairy tales. Learn to recognize fairy tale characters. Continue to teach children to compose a fairy tale, to connect individual pictures into a single plot with a logical chain of actions and transformations. Use expressive means - description. Learn to use a graphic analogy (TRIZ) when highlighting the most important thing in the image of a fairy-tale hero - character. Improve the ability to use different parts of speech accurately in meaning. Introduce synonyms into the dictionary of children: kind, laughing, affectionate, gentle, cheerful, playful. Antonyms: kind, evil, cheerful - sad, healthy - sick and others. Continue to form the skills of educational activities: act according to the proposed plan, correctly evaluate the results of their activities. Continue to teach children to formulate complete answers to the question posed. To form the ability to listen carefully to the teacher's questions, to follow the order when answering questions, to listen to another child without interrupting.
First stage (introductory)	Chairs stand in a semicircle near the board. On each chair is a landmark (flower). Children go to the music "Visiting a fairy tale", stand near the teacher. Q: There are many fairy tales in the world Sad and funny But live in the world We cannot do 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, you are waiting for us to visit. Q: Today we are going to visit fairy tales. "If you name a fairy tale, Take the flower with you." Q: Name your favorite fairy tale. Children call, the teacher hangs a "flower" around the neck of each child - reference point. Q: These are unusual flowers - they will help you travel through fairy tales. "All the flowers swayed We ended up in the land of fairy tales." Children sit on chairs, on the back of each "own" landmark.
Second stage (main)	Q: Children, the magician put on “invisibility caps” for fairy-tale heroes, so now we will hear only their voices. Listen carefully and call quickly. Sounds like an audio recording. The children name the characters. Voice: Brother - Ivanushka, Masha, Gold fish, Carlson, Princess - frog. Winnie the Pooh, Mama Goat, Fox, Emelya, Morozko, Ivan the Fool. V: Well done! You have recognized all the heroes, but the wizard continues to perform tricks. On the board is a poster "Fabulous confusion." Q: Look what he did? D: He mixed up all the fairy tales. Q: And 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", "By the Pike's Command", "Zayushkina Hut", "Hare - Boast ". V: Right. And what did the wizard mix up in the picture? D: Cinderella is given a glass slipper to try on, not boots. Trying on a shoe is not a cat in boots, but a prince. The bear carries not the Princess - a frog, but Mashenka. The Princess on Gorshin sleeps not on the stove, but on the feather bed, but the stove from the fairy tale "By the Command 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 they found all the heroes. We need to go further." (Children stand one after another and follow the teacher). B: “We will go 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, - Bold - 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. On the floor - flowers - landmarks. Children stand, each, near their landmark. On the easel - "shadows" of fairy-tale characters. Q: The Wizard has hidden the heroes. If we solve them, we will save them from magic. Q: We name the shadow, turn it over, did you guess correctly. D: This is Baba Yaga, Puss in Boots, King, Emelya, Mermaid, Pinocchio, Serpent Gorynych. (As they name, the children turn the illustrations over, there is a color image). Q: You have recognized all the heroes, now let's rest. Gymnastics for the eyes. We came to a wonderful forest. (Eyes draw a circle to the right). It contains many fairy tales and miracles. (Circle left) Pine 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 ground floor have lights on? Count. Look at the circle. On the top floor? V: Well done! Back to our chairs Q: While we were traveling, the wizard came 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 who can be depicted with such a line? D: He should be kind, gentle, affectionate, hardworking, caring Q: List the heroes of fairy tales with such a character. D: Cinderella, Snow White, the Swan Princess, Masha, Vasilisa the Wise, Elena the Beautiful. Q: Right, 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 broken line can draw a kind character? D: No. Q: What does this line look like? D: It looks like lightning, thorns, needles. Q: So what kind of characters can be represented by 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 character-Snake Gorynych). Q: Right, what is the name of this hero? D: His name is Ivan Tsarevich. Q: What line can I draw it? D: You can draw a straight line. Q: Why? What is his character? D: He is kind, strong, courageous, brave, brave, powerful, wise. Q: List the heroes who have this character. D: Ivan is a peasant son, Ivan is Tsarevich, Prince Gvidon, Tsar Saltan, Elisha. (On the board is the character of Ivan Tsarevich and a straight line.) (The teacher hangs 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 personality? 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. V: Well done! You are right about the characters. And now you yourself will turn into fairy-tale characters. Music sounds, the children get up, come out from behind the chairs, build a circle. Psychogymnastics. Q: What is this masquerade? And animals and birds parade, You won't understand anything Where is the squirrel, where is the hedgehog. Get ready and watch! Fabulous animal freeze in place. Fairy tales have come to visit us. Who is who - determine. 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 we will compose our own fairy tale. "Let's play with a cube, Let's write a story." (On the easel is a plan-scheme of fairy tales). Q: The first step is to throw a die, count how many fell out, look for a scheme, this is the beginning of a fairy tale. We make an offer. We throw the dice again - we consider, we draw up the second sentence according to the scheme that has fallen out. Just five steps. Our fairy tale should be interesting, complete, a miracle, magic should happen in it. It must contain fairy-tale heroes and good to defeat evil. (Children compose a fairy tale according to the patterns that have fallen out, the teacher guides, asks questions).
Third stage (reflection)	V: 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 the most? (Children answer) Q: To believe in a fairy tale is happiness, And for those who believe A fairy tale will surely open all the doors. The teacher distributes medals - souvenirs.

Table: examples of topics for TRIZ classes

"Advice to a cheerful Kolobok" (middle group)	Comprehensive lesson for the development of imagination. Purpose: development of the creative imagination of children in speech and visual activity based on TRIZ elements. Equipment: landscape sheet (cut in the form of a magic mirror), watercolor paints, wax pencils, markers, thick and thin brushes, jars of water.
"Journey through fairy tales" (senior group)	Purpose: To consolidate children's knowledge of fairy tales and their names. Tasks: To train the ability to select definitions for a given word, to consolidate the coordination of parts of speech in a phrase, to develop the ability to systematize data, to activate antonyms-adjectives in children's speech. Strengthen the ability to make a chain-story. Think of rhyming words. Continue to teach children to make a riddle using a reference model, to compose a fairy tale using the “catalog” method, in which there are two heroes - positive and negative, each with their own goals. Develop coherent speech, memory, logical thinking, creative imagination. To educate children in kindness, readiness to help those who need it. Materials and equipment: blue ribbons, tree models, stick, spoon, a chest with a balloon and subject pictures (rose, bicycle, ice cream), frog toy, flannelograph, puzzle model, flower, fairy tale book, audio recording, fairy meadow layout.
"The World Around Us" (senior group)	Tasks: Continue to teach to establish causal relationships between objects and phenomena. To form the ability to work with the help of symbols. Develop a desire to work together. Equipment: magic chest, subject pictures, storytelling model. method of morphological analysis, focal object method, synectics method. Vocabulary: highlighting the first sound in a word.
"Save the Princess"	Lesson on the development of speech and familiarization with literature. Goals: to consolidate the ability of children to guess the name of a fairy tale from a short passage; to activate the vocabulary of children; develop coherent speech of preschoolers; to promote the development of children's interest in the world around them; to systematize children's knowledge about natural phenomena, animals; cultivate interest in literature. Material: a letter with a paper key cut into pieces; toy - hare; blanket letters (t, e, p, e, m, o, k); subject pictures: house, car, flower, butterfly, ball, pencil; pictures for determining the size of animals; simple pencils.
"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: to consolidate and systematize the knowledge and ideas of pupils about the characteristic features of the seasons, about living and inanimate nature; develop imagination, creativity and independence; develop thinking, attention, memory; to form the ability to emotionally respond to music in all types of musical activity: perception, performance, creativity; to consolidate the ability to convey the mood, the nature of music in singing, playing musical instruments, dance improvisations; develop the ability to create your own dance improvisations; develop the ability to select musical instruments that correspond to the nature of the music, and accompany the performance of a song with playing musical instruments; to improve the ability of pupils to select adjectives to characterize the signs of the seasons. Equipment: projector and multimedia screen; a video sequence of photographs of the seasons; pictures of wizards; tape recorder, audio recordings of musical works; children's musical instruments; morph table; cards with a schematic image will take the seasons. Musical repertoire: "Autumn Song", "March", P.I. Tchaikovsky; “Frost walks around the yard” (lyrics by M. Vershina, music by D. Perlov); "Morning" by E. Grieg; "Golden Gate" (Russian folk melody).
"How the fox hid the rabbits" (middle group)	Complex occupation. Goals: to teach children to single out a supersystem of objects; consolidate children's knowledge about the seasons and their signs; fix the score within 3, knowledge of geometric shapes; exercise in the classification of objects; develop logic and associativity of thinking, develop creative imagination. Material: easel, toys, clothes, tableware, vegetables - 3 pcs. each kind; 2 trays, 2 baskets; geometric figures: a circle, square, triangle; an envelope with silhouettes of hares made of light gray paper; gouache paints - white, black; wet wipes.
"Chest with riddles" (middle group)	Classes to get acquainted with the surrounding world. Program content: enrich children's ideas about the diversity of objects of the man-made world; exercise children in the ability to find a hidden object according to its verbal description, classify objects according to various reasons (material, function, appearance features), find common and different between objects and establish relationships between them; develop the skills of creative speech activity - exercise in composing riddles, fairy tales; continue to teach children to model riddles and fairy tales of their own composition; develop cognitive mental processes, speech, fine motor skills of the hand; to form the skills of collective interaction; to cultivate interest in the knowledge of the world, the desire to create a creative product. Materials and equipment: box; nail; Cup; pencil; handkerchiefs (according to the number of children); manual "Graphic models"; colour pencils; sheets of A4 paper.
"Ant's story" (senior group)	cognitive development. Tasks: To systematize knowledge about the general and distinctive features of insects. To acquaint children with the rules and the course of games using TRIZ technology. To fix the types of modeling: model - words (riddles, description); model - volume (modeling of structures made of paper, natural material). Exercise in the ability to find analogies, connections between objects, the ability to classify objects. To develop in preschoolers speech, creative imagination, as well as such qualities of thinking as: flexibility, mobility, consistency, dialectic, search activity, desire for novelty. To cultivate purposefulness in finding solutions to emerging problems, a kind attitude towards insects. Object-spatial developing environment: ecological room; TV set; audio recordings of sounds of nature; a fragment of the cartoon "Ant-braggart"; magnetic board; screen "Teremok"; subject pictures; Magic wand; blue material; log sticks for the bridge; a rod with a tied cardboard "mosquito"; sticks-pencils for an anthill; parts of toy insects on magnets.
"Listen with all your ears" (middle group)	Integration of game activity in the cognitive-experimental development of preschoolers. Purpose: familiarization with the types and function of the ear, its structure. Tasks: To give elementary ideas about the organs of hearing; give an understanding of the basic functions of the ear. To teach through experimental and experimental activities to develop the strength, height, timbre of sounds. Learn the elements of self-massage of the auricle. To consolidate knowledge about the rules of ear care. Cultivate respect for your health. Dictionary activation: Auricle, eardrum, deaf or hard of hearing people hearing, sound, vocal cords. Material: ear layout; set of musical instruments: guitar, glockenspiel, xylophone, whistle, drum, ratchet, triangle, tambourine, maracas, harp, bell, hammer, harmonic; images: Dolphin, Wolf, Grasshopper; item box: matches, clip, pencil, nails, hairpin, cotton swab, headphones, earplugs, cap; phonograms: "Sounds of the Forest" "Song of Firka", "bell ringing" rhythmic composition "Travolta"; paper straws for each child.
"Visiting Princess Droplets" (middle group)	Purpose: to show children the importance of water in human life. Tasks: clarify and expand children's knowledge about the properties of water, that water can be in different states of aggregation depending on temperature; form the foundations of systemic thinking and logical analysis; to consolidate the skills of agreeing adjectives with nouns; to educate children in ecological concepts about water as a source of life on Earth; to give children a sense of their importance and a warm attitude towards themselves around. Material for the lesson: multimedia equipment, the globe, vessels with drinking and salt water, ice cubes, vessels with hot and cold water, audio recording of music resembling the sound of water, a large sheet of blue drawing paper, on which fish are drawn with missing individual parts of the body (fins, tail, eyes, etc.). Preliminary work: examining a map, a globe, albums on the topics “Sea animals”, “Fish”; walks to the reservoir; monitoring the state of water depending on temperature. Follow-up: 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)	Purpose: formation of the ability to identify the functions of an object Rules of the game: The host calls the object. (The object can be shown or guessed using the Yes-No game or riddle). Children must determine what the object can do or what is done with it. Game progress: Teacher: TV. Children: May break, may show different films, cartoons, songs, may gather dust, turn on, turn off. Q: What can the ball do? D: Jump, roll, swim, deflate, get lost, burst, bounce, get dirty, lie down. B: Let's pretend. Our ball got into the fairy tale "Kolobok". How can he help Kolobok? Note: You can move the object to fantastic, unrealistic situations and see what additional functions the object has. The basis of personal culture. Q: What is a polite person and what can he do? D: Greet, politely see off guests, take care of a sick person or dog, he can give up his seat on the bus or tram to an old woman, and also carry a bag. Q: More? D: To help another person out of trouble or a difficult situation. Q: What can a plant do? D: Grow, drink water, bloom, close, can sway from the wind, can die, can smell delicious, or maybe tasteless, can prick. Q: What can an elephant do? D: An elephant can walk, breathe, grow. The elephant gets his own food, transports goods, people, performs in the circus. He helps people in the household: he even carries logs. Q: What can rain do? D: Dissolve the ice.
Earlier-later (from 3 years of age)	Purpose: to teach children to make a logical chain of actions, to consolidate the concepts of "today", "tomorrow", "yesterday" ... to develop speech, memory. Rules of the game: The host calls a situation, and the children say what happened before or what will happen after. Can be accompanied by a show (simulation of action). For clarity, you can use the time axis, where you will see a step-by-step sequence of events forward or backward. Game progress: B: We are on a walk with you now. What happened before we went for a walk? D: We dressed for a walk. Q: And before that? D: Before getting dressed, we folded toys, and before that we played builders, and 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 lay the tables .... B: I made a dress. What did I do before? Show me! D: You went to the store, bought fabric (the child silently shows with actions), took scissors, cut the fabric .... When fixing 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 is tomorrow? And the day after tomorrow?
Train (from 3 years of age)	Purpose: to teach to build logical chains, develop attention, memory, thinking. Rules of the game: The facilitator 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. Game progress: The leader is a teacher, and later a child is a train, and the rest of the children are wagons. The "time train" is being built. Q: Let's take the human time train. On the table are images of a baby, a little girl and a boy, a schoolchild, a teenager, an adult, an elderly person. Each child chooses a picture they like. The host takes his own, gets up, and behind him stands the child with the next picture in meaning, and so on. (When getting acquainted 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 getting acquainted with the seasons). Q: Here is a picture of a green leaf. (Pictures of a leaf were selected in advance at different time intervals: 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 season is it now? D: Winter. Q: What happens in winter? D: It's snowing, frost. Q: Is it good? D: You can go sledding. Q: Why is sledding bad? D: You can fall and hit. Q: I am setting up the first carriage of the train of time. In the picture it is snowing, they are skating. What season will be next? Children choose pictures. Note: For older preschool children, you can build a more complex "time train". An object is taken from an inanimate system: a car - as a mode of transport or as a means for transporting cargo.
Where does he live? (from 3 years old)	Purpose: to identify suprasystemic connections, develop speech, thinking. Rules of the game: The host names the objects of the world. At younger preschool age, these are inanimate objects from the immediate environment and objects of wildlife. In senior preschool age, these are any objects and phenomena of the real and fantasy worlds (where a smile, fire lives). Children name the habitat of living objects and the location of real and fantastic objects. Game progress: 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 leader calls the object to everyone from himself. If the educator has a clear goal: to fix, for example, the section “Living and non-living system”, 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: What else? D: In cartoons, in candy wrappers. Q: Where does the dog live? D: In a kennel, if she guards the house. In the house, right in the apartment. And there are dogs living on the street - stray. Q: Where does plantain live? D: It grows on the path. On the lawn and in the field. Also in 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, with dad in the garage. In a tool box. On the wall. In a chair. In my shoe!
What will happen if ... (from 3 years old)	Purpose: 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 beetle falls into a bath of water?”, “What will happen if it snows in summer?” Questions can be different - both everyday and "fantasy", for example: "What will happen if you end up on Mars?" Game progress: The teacher asks the child a question "What will happen if paper falls into a bath of water." The child answers the paper will get wet, melt, float, etc.
The sun is shining (from 3 years old)	Purpose: to develop thinking, speech, speech, flexibility of mind, imagination. Rules of the game: You start a sentence and the child finishes. For example, it is raining, and also ... the sun is shining ... a dog is barking ... a locomotive is rushing ... Game progress: 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 warm, a fur coat, a battery ... And what else? The car is humming, the train...
Good - bad (game from preschool age)	Purpose: To teach children to distinguish positive and negative sides in objects and objects of the world around them. Rules of the game: Leading is any object or, in the senior preschool age, a system, a phenomenon, in which positive and negative properties are determined. Game progress. 1 option: D: Because she's sweet. Q: Eating candy is bad. Why? D: Teeth can 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: Teeth can hurt. Q: Your teeth will hurt - that's good. Why? D: Go see a doctor right away. What if your teeth hurt and you didn't notice. That is, the questions go in a chain.
One, two, three... run to me! (from 3 years of age)	Purpose: to compare systems, to teach to highlight the main feature, to develop attention, thinking. Rules of the game: The facilitator distributes pictures with the image of various objects to all the players. Depending on the age, the content of the pictures changes: in junior groups- these are objects of the immediate environment, animals, and in older groups - these are objects of a more complex content, as well as natural phenomena and objects of inanimate nature. Children can simply guess any object without using a picture. Children stand at the other end of the hall and, according to a certain setting of the teacher, run up to him. In older preschool age, the leader can be a child. The educator or the leading child then analyzes whether the player made a mistake, highlighting any properties of the system. Game progress: “One, two, three, everyone who has wings, run to me!” (Children run up who have images of an airplane, birds in the picture ...) The rest of the children stand still. Further, 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 assignments for the function of an object. For example: “One, two, three, those who can sing run to me!” Children with the image of a bird, a man, a wind, a radio run up to the leader ... It is interesting to use assignments for temporal dependency. For example: “One, two, three, everyone who used to be small, run to me!” Children with the image of a man, bird, flower, wind run up to the leader ... Children with the image of a tractor, earth, sand do not run up ... 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, hair, long fluffy tail, hooves, horns ...).
Decrease and increase (from 3 years old)	Purpose of the game: to enrich the vocabulary of children, to learn to form with the help of suffixes: - ok, - chik, - check, - ische. 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 high chair, a leaf is a leaf. Make sure that the child does not name animal cubs instead of the correct answer: not a hare - a hare, but a hare - a hare; not a cow is a calf, but a cow is a cow. The same can be done in reverse. The adult calls 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)	Purpose: to enrich the vocabulary of children with nouns, to develop speech, attention, 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 dishes for making compote - a saucepan; tree that is dressed up New Year, - Christmas tree.
Chain (from 3 years old)	Purpose: to teach children to highlight the signs of objects, to develop thinking, speech of children. Rules of the game: The host shows the child a picture of an object, he calls it. The picture is then passed on to another child. He must name one of the signs of the object and pass the picture to the next one. It is necessary to name as many signs as possible and not repeat. Game progress: The host shows a picture with the image of glasses, the child, having seen the picture, says the 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 was - what became (from the age of 4)	Purpose: to determine the line of development of the object, to develop logical thinking, speech. Rules of the game: Option 1: The host names the material (clay, wood, fabric ...), and the children name the objects of the material world in which these materials are present ... Option 2: The host names the object of the man-made world, and the children determine what materials were used in its manufacture. Game progress: B: Glass. It used to be an alloy of different materials. D: Dishes, windows, a mirror are made of glass. There is glass in the TV screen, glass showcases in the store. And I saw a glass table. My mother has glass beads. Q: What's good about glass table? D: It's beautiful, you can see how the cat lies under the table. Q: What's wrong with such a table? D: Such a table can break and people will be cut by fragments ... Q: What else can be made of glass? D: There are glasses in glasses, there are glass chandeliers, and there are glass bulbs in them, there is also glass in the clock. Q: Have you heard the expression: "He has a glass heart." Who can you say that 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 in which there are heroes with a glass heart! The teacher summarizes the answers of the children.
Magic traffic light (from 4 years of age)	Purpose: To teach children to distinguish a system, subsystem and supersystem of an object, to develop logical thinking, attention, speech. Rules of the game: At the "Magic traffic light" red color means the subsystem of the object, yellow - the system, green - the 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 show. Game progress: The teacher hangs out a subject picture of the machine (at the senior preschool age - a diagram of the machine). Q: If I raise a red circle - you tell me what the car consists of. If I raise the circle Green colour- you tell me what the car is a part of. And 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 subject of the picture is a part of (the natural world, transport, pets). Living and non-living systems. B: Cactus. (raises a green circle). D: Cactus refers to the natural world, to the living system, to plants. He can live in a room on the 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, thorns, flowers in adult cacti. Q: Why do cactus have thorns? D: In order not to be torn off, he defends himself in such a way. The teacher raises the yellow circle. D: The cactus is needed for beauty (especially when it blooms), the cactus gives oxygen, and people breathe oxygen, and the cactus is also food for animals in the desert. Educator or leader - the child asks to turn into cacti: into a flowering cactus, into a cactus that was watered a lot, a cactus in a cramped pot, a cactus in the desert ...
Fairy tale box	Purpose: to develop speech, thinking, imagination, enrich the vocabulary of children. You will need a box with 8-10 (pictures). Rules of the game. The teacher offers to randomly take out the figures from the box. We need to figure out who or what this object will be in a fairy tale. After the first player has said 2-3 sentences, the next player takes out another item and continues the story. When the story is over, the items are put together and a new story begins. It is important that each time you get a complete story, and that the child in different situations come up with different options for actions with the same object.
Confusion (from 4 years old)	Purpose: to consolidate the ability of children to find typical properties of an object. Game progress: 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.
We save Kolobok (from 4 years old)	Purpose: to develop creative imagination, to teach fantasy to endow well-known fairy-tale characters with qualities that are not inherent in them. Develop unconventional thinking. Equipment: book "Kolobok" table theater "Kolobok". TRIZ tool: "Good-bad" game (revealing negative and positive properties, resolving contradictions). Game progress: - Children, look carefully, who can tell the name of this book? That's right, "Kolobok". I will open the book, and you call Kolobok, maybe he will come to us. 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, what characters. Let's help him. Children list the heroes of the fairy tale, retell its content. - The fox really wanted to eat Kolobok. Is it good or bad? - What is good (the fox ate)? - What is bad (Kolobok was eaten)? - What can be done so that Kolobok does not get the Fox, how to save it? (feed before meeting with Kolobok)? What should Kolobok become so that the Fox does not want to eat it (inedible, dirty, stale, poisonous)?
Guess the secret (from 4 years old)	Purpose: to teach children to build hypotheses. Game progress: The teacher offers a phrase: an object + an unusual sign (for example, a furry book). He asks the children to make suggestions from which object this feature could be taken - hairiness. 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 students' speech skills.

Main stages

Development of expressiveness of speech by creating figurative characteristics of the object:

1. Stage one (with three years) - creating comparisons in color, shape, actions (red fox, the same as Antoshka in a children's song).
2. Stage two (4–5 years) - compiling your own riddles in accordance with the developed models in the form of plates with questions. For example, the proposed object is the sun. Children consistently answer questions, the teacher fills in the table, entering the characteristics (color, shape, action): what? - yellow, round, warming; what happens the same? - chicken, ball, stove. Next, the children are given the task to name the signs of objects: a fluffy chicken, a balloon, a warm stove. After filling out the table, the teacher asks the children to try to make a riddle, inserting links “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.
3. Learning to compose metaphors (six-seven years) - it is proposed to master the simplest algorithm for independently inventing a metaphorical phrase. For example, first an object (stars) is selected, about which a proposal will be made, a property is determined (bright), then an object with a similar feature is selected (burning embers), a place is indicated (night sky), finally a proposal is made (The night sky sparkled brightly with burning embers) .

writing poetry

Compilation of rhymed texts - scientists came to the conclusion that children from the age of three have a natural need for such word game like a verse. TRIZ proposes to use the genre of funny absurdity, a five-line poem, which got its eponymous name from the Irish town of Limerick. An example of a limerick poem:

What would happen if the songbird
Was not as beautiful as a titmouse
Then she would not run after the beetle,
And then did not lie on the grass for a long time?
It would be better if she flew in the sky.

In addition, writing rhyming texts can be presented in the form of fun creative games that require a little preliminary preparation from the educator:

• “Rhymed pictures” - the teacher selects pairs of pictures depicting objects whose names make up a simple rhyme, then shows one of the pictures and asks to pick up a pair.
• “Pick up a word” - children learn to choose a rhyme for the proposed word.
• “Teaser” - children modify words-characteristics with the help of diminutive suffixes and seem to “tease” objects (covering cap, lost umbrella, etc.).

Drawing up creative realistic and fantasy stories from a picture

Possible options and techniques:

• games "Spyglass", "Hunters for details", which help to focus children's attention on the object and emphasize all its most important details and characteristics;
• “Looking for friends”, “Unifiers” - aim children at establishing links between objects;
• selection of metaphors, figurative verbal comparisons, moving an object into the past or future;
• empathy technique - reincarnation into a hero, "getting used to" his emotional state and telling on his behalf, conveying character traits with the help of facial expressions and gestures.

Picture storytelling teaches children to fantasize and develops logic

Compilation of fairy tale texts

Retelling and changing the famous fairy tale plot. Games and exercises that are a kind of creative and intellectual warm-up in the preparation of children:

• “Name the hero”: the teacher indicates some general feature 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 calls a fairy-tale hero, for example, Masha from the fairy tale “Geese-Swans” and asks to name all the actions of the girl. According to the terms of the game, only verbs can be used (didn’t obey, ran, walked, forgot, saved, helped). Then the teacher offers to recall 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 magicians and telling what extraordinary property they endowed ordinary objects with, 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 with a Wizard of Glaciation, now everything it touches turns into an ice block. It is 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 characters and the place where the plot will unfold. Example: Alyonushka ended up in Koshcheevo's kingdom. How will she be saved? Who will help her?
• Descriptive stories. A fairytale story unfolds according to tradition storyline: the hero grows up, shows unusual abilities and talents, in adulthood he faces difficult circumstances, defeats witchcraft, returns his vitality.
• Fairy tales with a pronounced conflict between good and evil, the third active force is a magical object or word, a spell with supernatural abilities.

Video: TRIZ technology in speech development classes

Video: dossier on a fairy-tale character (senior group)

Video: Carousel game

Making 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 of kids.

In TRIZ classes, you can also use didactic manuals designed to familiarize you with a particular topic.

Natural material for experimentation (shells, pebbles, twigs, dry leaves, etc.) - helps to acquaint kids with objects of nature, touch the understanding of the laws of the natural world. Share with friends!