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Presentation - Using elements of TRIZ technology for the development of speech in preschool children
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MBDOU "Kindergarten No. 60", Voronezh
prepared by: teacher Razova Anna Sergeevna
2016
Using elements of TRIZ technology for the development of speech in preschool children
General underdevelopment of speech (GSD) in children with normal hearing and intact intelligence is a disorder that covers both the phonetic-phonemic and lexical-grammatical systems of the language.
Children with ODD also have impaired coherent speech; coherent speech is characterized by a lack of clarity and consistency of presentation; it reflects the external side of phenomena and does not take into account their essential features and cause-and-effect relationships
For such children, it is very difficult to hold their attention, to arouse interest in the lesson, to ensure that the learned material is retained in memory for a long time, and to develop thinking. Therefore, working with these children forces us to look for forms that can facilitate children’s activities and make the process more interesting and useful.
Currently, in modern preschool pedagogy and speech therapy, much attention is paid to the development of speech of preschoolers in line with the leading type of activity - play. Being an exciting activity for children, play is at the same time the most important means of their education and development. The more complete and varied a child’s activity is, the more significant it is for the child and corresponds to his nature, the more successful his development is, the more potential opportunities and first creative manifestations are realized. That's why I use TRIZ methods and techniques.
T - theory P - solutions to I - inventive Z - problems Developed by the Baku scientist, science fiction writer Genrikh Saulovich Altshuller "TRIZ is a controlled process of creating something new, combining precise calculation, logic, intuition."
In 1982, the International TRIZ Association was created, which in the late 80s began holding special seminars, thanks to which TRIZ became widespread in schools and colleges. In 1987, TRIZ accidentally (a seminar for engineering and technical workers was held on the basis of a kindergarten) came to the kindergarten. So TRIZ first found application in a kindergarten in 1987 in the city of Nakhodka.
TRIZ promotes:
Formation of children's creative abilities based on the development of active forms of thinking in unity with creative imagination
Creates the prerequisites for a systematic vision of the world and its creative transformation
Provides for the development of children's imagination
To stimulate children's creative activity and eliminate the negative impact of psychological inertia, various methods and techniques of inventive problems (TRIZ) are used. Here are some of them:
1. Brainstorm
4. Focal object method
5. Robinson method
6. Yes or no
3. Morphological analysis
7. Typical fantasy
8.System operator
2.Synectics
Brainstorming involves posing an inventive problem and finding ways to solve it by searching through resources and choosing the ideal solution. Topics: How to protect food from mice How to avoid getting wet in the rain How mice can get cheese from under a cat's nose How to drive the forest out of Zyushka's hut How to put out a fire if there is no water in the house How to prevent a bear from climbing onto a mansion and destroying it How to leave a piece of summer in winter
1. Brainstorm
2. Synectics (method of analogies): a) Personal analogy (empathy). Task options: pretend to be an alarm clock that you forgot to turn off; show the gait of a person whose shoes are pinching; portray an angry pig, an alarmed cat, an enthusiastic rabbit; Imagine that you are an animal that loves music, but cannot speak, but wants to sing a song. Grunt a familiar song or meow. b) Direct analogy. Based on the search for similar processes in other areas of knowledge (helicopter-dragonfly, submarine-fish). c) Fantastic analogy. The solution to a problem or task is carried out as in a fairy tale, i.e. all existing laws are ignored (draw your joy - possible options: the sun, a flower; draw love - it could be a person, a plant), etc. Synectics is always carried out in conjunction with brainstorming.
3. Morphological analysis Goal: to identify all possible facts for solving this problem that could have been missed during a simple search. It is best to start working on the method of morphological analysis with fairy-tale images. For example, it is necessary to create a new image of Ivan Tsarevich. Our imagination paints us an image of a young man, kind, brave, strong, handsome, etc. Let's not abandon this image just yet. Let us highlight the main criteria by which this fairy-tale character can be characterized: age, place of residence, appearance, vehicle, clothing. This method is effective when working with a small number of children (from two to five).
Possible characteristics according to the selected criteria
Age Place of residence Vehicle Style of clothing Character
Child Palace Horse Tracksuit Kind
Teenager Multi-storey building Car Festive outfit Harmful
Young man Forest Roller skates Formal suit Whiner
Old man Kindergarten Skis Shorts and T-shirt Veselchak
4. Focal object method (MFO)
(MFO) was proposed by the American psychologist C. Whiting. The essence of the method is that the properties and characteristics of other objects that are not related to it are “attached” to a certain object. Combinations of properties sometimes turn out to be very unexpected, but this is precisely what arouses interest. Children are offered 2 words and quickly identify the properties of each of the named objects or phenomena. Table Meteorite round sparkling kitchen hot plastic swift Then a new word is given to which the already mentioned properties are applied. For example, a car: fast - goes fast; hot - carries hot bread; sparkling - flying saucer; kitchen - from which they sell ready-made breakfast, lunch, dinner. Ideas invented by children are also reflected in drawing, modeling, and appliqué.
5. Yes - no - ka
This method makes it possible to teach children to find an essential feature in an object, classify objects and phenomena according to general characteristics, listen and hear the answers of others, build their own questions based on them, and accurately formulate their thoughts. Rules of the game: an animal or man-made object is guessed at, children ask questions about this object. Questions can only be answered “yes” or “no”. The first questions should be the most general: - Is it alive? - Is this a man? This animal? Is this a bird? This is a fish? and so on. Once the general category is established, more specific questions are asked: Is this animal a domestic animal? Predatory? Herbivore? etc. This is followed by questions based on guesses until the object is guessed.
The number 3 in the first five digits is intended - Is this number greater than 2? - Is this number less than 4?
6. Robinson method
Forms the ability to find a use for a seemingly completely unnecessary item. It can be carried out in the form of an “Auction” game. The children are offered an object (a chewing gum wrapper, a pen cap, etc.) and asked to come up with as many uses for it as possible. The item is "sold" to the person who made the last offer. Next option: Imagine yourself on a desert island, where there is only... (jump ropes, broken light bulbs, candy, empty plastic bottles). Need to survive on this island using only this item for many years? After all, you need housing, clothing, and food.) Children come up with clothing options, build houses, etc.
7. Typical fantasy
This method is good to use when teaching children creative storytelling. You can invent and fantasize not blindly, but using specific techniques: an inventive task - preschool Creativity: a) decreasing-increasing an object (a small turnip has grown - a very small one. Continue the fairy tale); b) vice versa (the good Wolf and the evil Little Red Riding Hood); c) fragmentation-combination (inventing a new toy from parts of old toys or an incredible living thing, the individual parts of which are parts of other animals); d) time operator (deceleration-acceleration of time: draw yourself many years later, draw what your mother was like as a child); e) dynamics-statics (revitalization of inanimate objects and vice versa: Pinocchio - a living tree; Snegurochka - living snow; Kolobok - living dough). Children can choose an object themselves, and then bring it to life and come up with a name.
8. System operator
Any object can be considered as a single whole (system), you can mentally divide it into parts, each part can be divided into even smaller parts. All systems exist in time. Working with a system operator involves developing in a child the ability to analyze and describe the system of connections of any object in the material world: its purpose, the dynamics of development in a certain period of time, characteristics and structure. For example, a vacuum cleaner is a system consisting of parts such as a body, hose, brush, etc. In turn, the vacuum cleaner is part of the “household appliances” system. Thus, when examining an object, children determine what parts it consists of, its type (transport, toy, clothing, structure, etc.). In addition, children find out the history of the origin of a given object, what object performed its functions before its appearance, this object is analyzed in a similar way. Next, children are given the opportunity to imagine what the object will be like in the future: its functions, appearance, what it will be called, etc. It is advisable to invite children to consolidate the results obtained schematically or in a drawing (especially the future of the object).
Past present Future
Broom Vacuum Cleaner High-speed cleaning device
Sapling Tree Stump
What the object represented in the past
What will the item look like in the future?
The TRIZ program for preschoolers is a system of collective games and activities with children
Games with TRIZ elements
"Guess what I wished for"
"Tale Inside Out"
"Something is part of something"
“Which of which?”
"Fantasy"
"Teremok"
"What I Was - What I Became"
“What does it look like?”
"Bad-good"
"Find Friends"
"Chain"
"Shifters"
Game "Earlier - Later"
Goal: to learn to determine the time dependence of an object and its function.
Systems comparison games
"What does it look like"
Game "Limpopo"
Games to identify the functional purpose of objects
“Repeat” Children choose images for themselves or receive them from the leader. The leader names his image and its characteristic function, and the rest of the children “try on” this function for themselves: I - I can jump. Me – I also jump when I go over bumps. Me – I also jump when I draw dots.
Game "Fourth wheel"
Game "Good and bad"
Goal: to learn to identify positive and negative aspects in objects and objects of the surrounding world. L: Eating candy is good. Why? D: Because she is sweet. L: Eating candy is bad. Why? D: Your teeth may hurt.
“Who-who lives in the little house?”
- Tell the fairy tale "Teremok". Let's play it the way they do in the land of Changelings. - Take the drawing and play as the drawn object. The first invitee asks a question: - Knock, knock, who lives in the little house? - I am... Balloon. And who are you? - And I - ... Soccer ball. Will you let me into the little house? I'll let you in if you tell me how you're like me. It is important to maintain a friendly atmosphere: if someone cannot answer, then the rest of the children help.
Game "Teremok"
Game "Five Wizards"
Lexical topic: “Vegetables.” Wizards Consider the tomato. What will every wizard say about him? Eye Wizard: "It's red." Wizard Nose: “It smells delicious.” Wizard of the mouth: “It’s sour, sometimes it’s sweet.” Wizard hand: “It is hard, but sometimes it is soft.” Wizard ear: “He is quiet and inaudible, he does not squeak, does not whistle, does not make noise.”
Smart head assistants
Game “Why did this happen?”
1. The squirrel was sitting on a tree and missed a pine cone. 2. The dump truck with the cargo did not arrive at its destination on time.
A squirrel, sitting on a tree, missed a pine cone. The cone, falling, scared the hare. The hare jumped out onto the road. The driver of the dump truck saw the hare, stopped the car and ran after it. The driver got lost in the forest and the dump truck with the cargo did not arrive at its destination on time.
Options: 1. The dog chased the chicken. 2. The schoolchildren were unable to go on the excursion. 1. The milk has boiled away. 2. The plane made an emergency landing. 1. Dad opened the book. 2. The room was filled with smoke. 1. The kitten approached the saucer. 2. The boy didn’t learn his lesson.
Game "Confusion"
One day, Delhi-Day mixed up all the words in his sentences. First, he parsed the sentences into words, and when he decided to make sentences from words, he came up with something unusual. Help me find an extra word in a sentence, remove it, and put another in its place. A spiny crocodile is flying. (snow) A green dog is hanging. (plum) The plane crawls along the rails. (train) The boy is eating a jump rope. (candy) An air sofa is flying. (ball) A shaggy elephant growls. (dog) I look into the transparent tree. (glass) The door is opened with a fork. (with a key) Grandma knitted soft pillows. (mittens) Mom cooked a delicious table. (soup)
Game “Who Lives in a Circle”
Game "Steam Locomotive"
Goal: automation of the sound being practiced. First participant: “There is a horse riding in the locomotive because...”. Second participant: “The lamp rides with the “horse” on the locomotive because...”. The winner is the one who gets rid of all his pictures first.
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Innovations in TRIZ education - pedagogy Pedagogical council Using TRIZ techniques in working with preschool children Prepared by: senior educator R.A. KrutovaSlide 2
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Goal To systematize the knowledge of teachers in the field of TRIZ - pedagogy To give educators a tool for specific practical education in children of the qualities of a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their small problems.
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TRIZ methodology The TRIZ methodology was invented and developed approximately 50 years ago by Genrikh Saulovich Altshuller. It was originally created to help find solutions to technical problems and contributed to the development of thinking, flexibility, consistency, logical construction and originality. The main goal of this technique is to teach the child to think outside the box and find their own solutions.
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Preschool childhood is that special age when a child discovers the world, when significant changes occur in all spheres of his psyche (cognitive, emotional, volitional) and which manifest themselves in various types of activities: communicative, cognitive, transformative. This is the age when the ability to creatively solve problems that arise in a given situation in a child’s life (creativity) appears. Skillful use of TRIZ techniques and methods (the theory of inventive problem solving) successfully helps to develop inventive ingenuity, creative imagination, and dialectical thinking in preschoolers. The goals of TRIZ are not just to develop the imagination of children, but to teach them to think systematically, with an understanding of the processes taking place, to give educators a tool for specific practical education in children of the qualities of a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their small problems. The starting point of the TRIZ concept in relation to a preschooler is the principle of natural conformity of learning. When teaching a child, the teacher must follow his nature. TRIZ for preschoolers is a system of collective games and activities designed not to change the main program, but to maximize its effectiveness.
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“TRIZ is a controlled process of creating something new, combining precise calculation, logic, and intuition,” as the founder of the theory, G.S. Altshuller and his followers believed. The main working mechanism of TRIZ is the algorithm for solving inventive problems. Having mastered the algorithm, any problem can be solved systematically, according to clear logical stages: the initial formulation of the problem is corrected; the available material and field resources are determined; the ideal final result is identified and daring transformations are applied to the problem;
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Algorithm for solving inventive problems The main means of working with children is pedagogical search. The teacher should not give ready-made knowledge, reveal the truth to him, he should teach him to find it. If a child asks a question, there is no need to immediately give a ready answer. On the contrary, you need to ask him what he himself thinks about it. Invite him to reasoning. And with leading questions, lead the child to find the answer himself. If he does not ask a question, then the teacher must indicate the contradiction. Thus, he puts the child in a situation where he needs to find an answer, i.e. to some extent repeat the historical path of knowledge and transformation of an object or phenomenon. At the first stage, children are introduced to each component separately in a playful way. This helps to see contradictions in the surrounding reality and teach them to formulate them.
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Game “Yes-No” or “Guess what I wished for” For example: the teacher thinks of the word “Elephant”, children ask questions (Is it alive? Is it a plant? Is it an animal? Is it big? Does it live in hot countries? Is it an elephant?), The teacher answers only “yes” or “no” until the children guess what is planned. When the children learn to play this game, they begin to think of words for each other. These can be objects: “Shorts”, “Car”, “Rose”, “. Mushroom”, “Birch”, “Water”, “Rainbow”, etc. Exercises in finding material and field resources help children see positive and negative qualities in an object. Games: “Good - Bad”, “Black - White”, “Lawyers - Prosecutors”, etc. Game “Black and White” The teacher raises a card with a picture of a white house, and the children name the positive qualities of the object, then picks up a card with a picture of a black house and children list negative qualities. (Example: “Book.” Good – you learn a lot of interesting things from books... Bad – they tear quickly... etc.) Can be disassembled as objects: “Caterpillar”, “Wolf”, “Flower”, “ Chair”, “Tablet”, “Candy”, “Mom”, “Bird”, “Prick”, “Fight”, “Punishment”, etc. The game “Verse versa” or “flip” (played with a ball). The teacher throws the ball to the child and calls the word, and the child responds with a word of the opposite meaning and returns the ball to the leader (good - bad, build - destroy exit - entrance).
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Games for finding external and internal resources Example “Help Cinderella” Cinderella kneaded the dough. When she had to roll it out, she discovered that there was no rolling pin. And the stepmother ordered to bake pies for dinner. How should Cinderella roll out the dough? Children’s answers: we need to go to the neighbors, ask them; go to the store, buy a new one; or find a round log, wash it and roll it out; cut the dough into small pieces, and then press them with something heavy. solve using an algorithm. Example: “Scientists have developed a new breed of hare. Outwardly, he is, in general, the same as ordinary hares, but only the new hare is black. What problem will the new hare have? How to help a new hare survive?” Children's answers: (It is easier for a fox to hunt a black hare... He is especially clearly visible in the snow... Now he only needs to live underground... Or where there is no snow at all, but only black earth... And he can walk now it is necessary only at night. He needs to live with people so that they take care of him, protect him.) The beginning of thought, the beginning of intelligence is where the child sees the contradiction, the “secret of the double.” The teacher should always encourage the child to find contradictions in. one or another phenomenon and resolve. Resolving contradictions is an important stage in the child’s mental activity. For this, there is a whole system of methods and techniques used by the teacher in play and fairy-tale tasks.
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The method of focal objects (MFO) is the transfer of the properties of one object or several to another. For example, a ball. What is he like? Laughing, flying, delicious; telling bedtime stories. . . This method allows you not only to develop imagination, speech, fantasy, but also to control your thinking. Using the MFO method, you can come up with a fantastic animal, come up with a name for it, who its parents are, where it will live and what it will eat, or offer pictures of “funny animals”, “pictograms”, name them and make a presentation. For example, “Left Monkey”. His parents are a lion and a monkey. Lives in hot countries. Runs very quickly on the ground and deftly climbs trees. Can quickly run away from enemies and get fruits from a tall tree... The “System Analysis” method helps to consider the world in a system, as a set of elements interconnected in a certain way, conveniently functioning with each other. Its goal is to determine the role and place of the functions of objects and their interaction for each sub-system and supra-system element. For example: System “Little Frog”, Subsystem (part of the system) – legs, eyes, circulatory system, Supersystem (a more complex system that includes the system in question) – pond. The teacher asks questions: “What would happen if all the frogs disappeared? ”, “What are they for?”, “What benefits do they bring?” (Children offer options for their answers and judgments). As a result, they come to the conclusion that everything in the world is organized systematically and if one link of this chain is broken, then another link (another system) will certainly be broken. The MMP technique (modeling with little people) is modeling processes occurring in the natural and man-made world between substances (solid – liquid – gaseous). The game “Cubes” (on the edges of which figures of “little” people and symbolic interactions between them are depicted) helps the baby make his first discoveries, conduct scientific research work at your level, get acquainted with the patterns of living and inanimate nature. With the help of such “men”, children make models of “Borscht”, “Ocean”, “Volcanic Eruption”, etc.
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Fantasy techniques: Do the opposite. This technique changes the properties and purpose of an object to the opposite, turning them into anti-objects. Example: anti-light makes objects invisible, while light makes objects visible. Increase decrease. Used to change a property of an object. With its help you can change the size, speed, strength, weight of objects. The increase or decrease can be unlimited. Dynamics - statics. Used to change the properties of an object. It is first necessary to determine which object properties are constant (static) and which are variable (dynamic). To get a fantastic object, you need to use the “dynamic” technique to transform constant properties into variables, and using the “static” technique, transform variable properties into constants. Example: A computer modified according to the “dynamic” method could change shape (transform into something). And a person modified according to the “static” method would have the same height (the height of an adult) all his life, starting from the age of one year. A special stage in the work of a TRIZ teacher is working with fairy tales, solving fairytale problems and inventing new fairy tales using special techniques.
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Collage of fairy tales Inventing a new fairy tale based on fairy tales already known to children. “This is what happened to our book of fairy tales. All the pages in it were mixed up and the evil wizard turned Pinocchio, Little Red Riding Hood and Kolobok into mice. They grieved, grieved and decided to look for salvation. They met old man Hottabych, but he forgot the spell...” Then the creative collaboration of children and the teacher begins. Familiar characters in new circumstances. This method develops imagination, breaks the usual stereotypes in children, creates conditions under which the main characters remain, but find themselves in new circumstances that can be fantastic and incredible. Swan geese". New situation: a gray wolf meets on the girl’s path. A fairy tale from a poem (by E. Stefanovich) - Not a healer, not a witch, not a witch, But the Spoon knows about everything that is in the Bowl. (Early in the morning the spoon turned from an ordinary one into a magical one and became invisible...)
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Rescue situations in fairy tales This method serves as a prerequisite for composing all kinds of plots and endings. In addition to the ability to compose, the child learns to find a way out of sometimes difficult circumstances. “One day a kitten decided to swim. He swam very far from the shore. Suddenly a storm began, and he began to drown...” Offer your options for saving a kitten. Fairy tales, in a new way. This method helps to take a new look at familiar stories - “Little Khavroshechka” Fairy tale in a new way – “Khavroshechka is evil and lazy.” blot. First you need to teach children how to make blots (black, multi-colored). Then even a three-year-old child, looking at them, can see images, objects or their individual details and answer the questions: “What does your or my blot look like?” “Who or what does it remind you of?” Then you can move on to the next stage - tracing or finishing the blots. Images of “living” drops and blots help to compose a fairy tale.
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Modeling fairy tales First, it is necessary to teach preschoolers how to compose a fairy tale using a subject-based schematic model. For example, show some object or picture that should become the starting point of a child’s imagination. Example: a black house (this could be the house of Baba Yaga or someone else, and it is black because the one who lives in it is evil...) At the next stage, you can offer several cards with ready-made schematic images of heroes (people, animals, fairy-tale characters, phenomena, magical objects). Children just have to make a choice and inventing a fairy tale will go faster. When children master a simplified version of working with diagrams for a fairy tale, they will be able to independently draw a diagram for their invented fairy tale story and tell it based on the model. The work of a TRIZ teacher involves conversations with children on historical topics: “A Journey into the Past of Clothes,” “Utensils Tell About Their Birth,” “The History of a Pencil,” etc. Examining an object in its temporal development allows us to understand the reason for constant improvements and inventions. Children begin to understand that inventing means resolving a contradiction. On walks with preschoolers, it is recommended to use various techniques that activate children's imagination: revitalization, dynamization, changing the laws of nature, increasing or decreasing the degree of influence of an object, etc.
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On walks with preschoolers, it is recommended to use various techniques that activate children's imagination: revitalization, dynamization, changing the laws of nature, increasing or decreasing the degree of impact of an object, etc. For example, the teacher turns to the children: “let’s bring the tree to life: who is its mother? Who are its friends? What is it arguing with the wind about? What can the tree tell us?” You can use the technique of empathy: Children imagine themselves in the place of what they are observing: “What if you turned into a flower? What do you dream about? Who are you afraid of? Someone you love?" In the development of the mental activity of preschoolers, a special role is played by entertaining tasks and educational games that contribute to the development of creative and independent thinking, reflection, and in general, the formation of intellectual readiness for learning at school.
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Preparatory stage You can start with game exercises like “Complete the drawing”, “Complete the construction”, “Make a picture from geometric shapes”, “What does it look like?”, “Find similarities”, “Find differences”. To further develop creativity, imagination, independence, attention, and intelligence, tasks with counting sticks are offered. First, simple ones (“build a house of 6, 12 sticks”), then more complex ones (which stick should be placed so that the house faces the other direction?). At the main stage, it is advisable to use games - puzzles (arithmetic, geometric, alphabetic, with laces), chess; writing riddles and composing and solving crosswords. A riddle is a serious exercise for the mind, the most important way to increase knowledge and a means of exercising one’s wit. . .(woodpecker) Ay, what a great fellow I am, Red, round. (tomato) Children really like such riddles, they raise their emotional mood, teach them to concentrate and be mentally active. Games and exercises help teach children to classify and establish cause-and-effect relationships: “What’s extra?”, “What’s first, what’s next?”, “What figure should be put in an empty cell?” Games: “Logic Train”, “Big Lu – Lu”. Children make a logical chain of words from pictures, explaining how they are connected. Example: book – tree – linden – tea – glass – water – river – stone – tower – princess and. etc. When preparing children for school, it is advisable to use exercises and tasks: To test the inertia of thinking; To use fantasy techniques.
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In order to obtain the necessary skills in using TRIZ techniques and methods, it is good to use “mind simulators” Set of exercises “Mind simulator”: Trainer 1. 1. Repeat the words in the same order (no more than 6 words) Window, ship, pen, coat, clock; 2. Remember what your kitchen looks like. Without going there, list 10-15 items that are in sight (you can specify the details: color, size, shape, special features) 3. Which one of these words is redundant? - Bread, coffee, iron, meat. Why?
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Trainer 2. (Exercises with numbers) 1. How to get numbers: 0, 2, 5 ..., using numbers and mathematical signs. 2. Continue the number sequence 2, 4, 6, ... 3. What number should be in place of the question mark? (Count by columns) 358 61? 141 4. Game “Skeleton” Certain combinations of consonants are offered. For example: KNT or ZB. To find a word, you need to add vowels to it. You can get the words: KNT (rope, whip, edge) ZB (tooth, goiter, hut, chill ) 5. Difficult task (after the walk) 1. How many men, women, children did you meet? 2. What cars were there, which ones passed by? 3. Did anyone walk with the dog? 4. Describe it? there were cyclists on the street? 5. Were there people with baby strollers? Look at the picture and write a story. For example: a traveler is packing a backpack for a hike: he has prepared a hatchet, a knife, a rope, but he can’t find his second shoe, but the clock shows that he has to leave in 15 minutes. .d. Make up a fairy tale using the objects depicted (bell, ladder, crown, basket of apples, jug, comb, rose, snake, axe, chest).
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Trainer 3. 1. Compose an advertisement for a newspaper so that the phrases begin with the same letter. Example: for sale is a singing fluffy parrot, Painka, five years old, half-green. Prefers to eat cookies and drink Pepsi-Cola. Please come take a look. Text of the telegram: Urgent message: “The dog Drying has run away, light brown, medium height. Please inform me urgently. I miss you” 2. Make a chain of words (association) Original word. Book - leaf - tree - linden - tea Trainer 4. Tasks to test the inertia of thinking You need to answer the questions quickly. You can think about it, but not for a long time. 1. How many fingers are there on 2 hands, but on 4? 2. He’s sitting in the swamp speaking French (explain since when? the frogs began to speak, and even in French). How can a deaf and dumb person in a hardware store explain to the salesperson that he needs a hammer? And how can a blind person ask for scissors?
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Simulator 5. Systematicity and system analysis. 1. Find the extra word in each line Chair, table, snake, tripod, horse (common subsystem - legs). Flask, desert, sea, aquarium, bottle (common subsystem - water). 2. I propose a system, select the words included in this system: Forest - hunter, wolf, trees, bushes, path. River - bank, fish, fisherman, water, mud. City - cars, buildings, streets, bicycles, etc. 3. Make a chain of subsystems for the “table lamp” system. This could be the following chain: table lamp - light - lamp - glass, etc.
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Simulator 6. Fantasy techniques. “Perspective” technique: “See what happens.” Aliens arrived from a distant planet and landed in our city. They have some insidious plans and to fulfill their secret plans they turned off the lights in the entire city. The city is plunged into darkness: the lamps and lanterns are not shining. In order to prevent aliens from taking over a city (country), you must somehow get to where they turned off the power system, turn it on and stop their plans. How to do it? At the same time, they will not fall into the hands of aliens, and they navigate very well in the dark. The technique of “magnification” or “invention”. Waking up one morning, the residents of our city saw that the grass in the city had “grown to the fifth floor”. What will happen next? Who will like it and who will not? What problems will the city residents have? will there be consequences? Invite children to reduce all the cars in the city to the size of children's, toy cars. How will people then solve transport problems? How to use smaller cars? After the practical use of the “mind simulators,” game training is conducted to test the ability to master creative thinking skills. “ATTENTION! RATING!" The use of TRIZ methods and techniques in our work allows us to note that children have almost no psychological barriers, but older preschoolers already have them. TRIZ allows you to remove these barriers, remove the fear of the new, the unknown, and form the perception of life and educational problems not as insurmountable obstacles, but as regular tasks that need to be solved. In addition, TRIZ implies the humanistic nature of learning, based on solving relevant and useful problems for others. Teacher Fatkulina V.V.
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Lesson 1 Contradictions in the weather 1. Introduction to the teacher's assistant 2. Dialogue with the Toy about the weather 3. Outdoor game “Sun and Rain” 4. Discussion with children about contradictions in the weather 5. Summing up Lesson 2 Contradictions in objects 1. Classification of toys according to different signs 2. Outdoor game “Run away!” 3. Discussion of contradictions in subjects
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Lesson 3 Contradictions in objects (continued) 1. Conversation about professions 2. Game “Tamers” 3. Didactic game “Shop” 4. Summing up Lesson 4 Contradictions in situations 1. Contradictions in illness 2. Game “Cold” 3. Analysis of situations 4. Summing up
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Lesson 5 Contradictions in size 1. Analysis of the problem situation 2. Game “Big - small” 3. Exercise “Place in order” 4. Summing up Lesson 6 Contradictions in quantity 1. Analysis of the problem situation 2. Game “Many - little” 3. Contradictions in number 4. Summing up Lesson 10 Subsystems of objects: object “teapot” 1. Discussion “Which teapot is better?” 2. Relay game “Fill the kettle” 3. Analysis of subsystems 4. Summing up Lesson 11 Subsystems of objects: object “car” 1. Analysis of subsystems 2. Game “Traffic light” 3. Discussion “What types of cars are there according to their purpose” 4. Summing up Lesson 14 Solid and liquid people 1. Solving a problem situation 2. Comparing solid and liquid substances 3. Game “Freeze” 4. Modeling the situation 5. Summing up Slide 30
Exercises using the TRIZ method. The older sister locked herself in the room and did not let her brother in. How can a child solve a problem? You can complain to your mother, bang on the door, cry... The boy found an effective way. Pushing a chair to the door, he told the girl: “That’s it, now you’re locked and you won’t be able to get out.” The door immediately opened. The TRIZ methodology is aimed at teaching preschoolers to find non-standard and effective ways to solve problems. Exercises to reveal the functions of an object 1. “What can he do?” The presenter names the object, and the children tell what he can do. For example, a bicycle can roll, carry cargo, fall, it can be disassembled for spare parts, donated, exchanged, etc. Invite the children to place the object in a fantasy setting. For example, a bicycle can be “gifted” to Little Red Riding Hood. How would a bicycle help her? 2. "My friends." The presenter “turns” into some object and “looks” for friends. - I am a merman. My friends are those who live in the water. Children run up or approach the leader, naming suitable objects. It is better to study using the TRIZ method with a group of children. This way they will learn from each other. But doing tasks only with your mother contributes to the development of non-standard, creative thinking.
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Exercises to find ways to develop the situation 1. “What was - what has become.” You can invite children to name objects made from the named material: - What is made of wood? (paper, furniture, matches). - It was a grain, but it became... (a tree) - What was a lot, but became little? (Stars, because they are not visible during the day; snow, because it has melted, etc. - It was green, but became yellow. What is it? Task option: we name the object, and the children tell what it is made of. 2. " "Locomotive". Children are offered cards with images of objects in different time periods. For example: a grain, a spikelet, flour, dough, a pie. Children make up a "train". in the present”, “object in the future”.
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Exercises to identify connections between objects and their resources 1. “Help Cinderella” (finding internal and external resources for solving a problem) The evil stepmother told Cinderella to bake pies for lunch. Cinderella kneaded the dough and made the filling. Now she needs to roll out the dough, but there is no rolling pin anywhere. Probably, the mischievous sisters hid the rolling pin specifically to annoy poor Cinderella. What to do now? Options: ask your neighbors, buy a new one at the store, make it yourself from a log or bottle, form cakes by hand, etc. 2. “Collage from fairy tales” Dunno, Kolobok and Buratino lived in a wonderful forest. One day Kolobok went into the forest to pick mushrooms and did not return. Dunno and Pinocchio went to look for him. They see Little Red Riding Hood coming towards them and crying bitterly... Then the fairy tale continues together with the child. 3. “Familiar heroes in new circumstances.” We invite children to fantasize about the actions and behavior of a fairy-tale hero in a different setting. Example. Winnie the Pooh found some shoes in the forest and decided to try them on. I just didn’t know they were magical. And he ended up in Africa. There are palm trees and tropical plants around. The little bear was surprised, he goes and is surprised at everything. Suddenly he sees the fire burning. And Barmaley is jumping around the fire. 4. "Auction". Various items are up for auction. They can be real or drawn. Children need to describe the possibilities of using them. The last one to suggest a way to use the item takes it. - What can you do with a spoon? (eat, stir, dig, etc.)
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Kindergarten "SOLNYSHKO" p. Vagai TRIZ technologies in kindergarten Belova Rimma Ruslanovna, teacher
TRIZ - theory of solving inventive problems TRIZ (theory of solving inventive problems) technology was developed by science fiction writer Heinrich Altshuller (10/15/1926 - 09/24/1998). The technology was designed for an adult audience, but recently the TRIZ method has become very popular in kindergartens. TRIZ pedagogy was specially developed for this purpose. Its meaning is the development of the child’s creative abilities. Without disrupting the gameplay, and without losing interest in activities for preschoolers, the child develops intellectually, learns new things and adapts to many situations that he may encounter in his future adult life.
The purpose of using TRIZ in kindergarten is to develop the qualities of thinking. The uniqueness of TRIZ technology is that it can be used in the work of both experienced teachers and beginners Flexibility Mobility Systematicity Dialecticality Search activity Striving for novelty Speech development Development of creative imagination
TRIZ is a set of methods that allow you to solve these most inventive problems Method of solving contradictions Morphological analysis Method of focal objects Simple fantasy techniques System operator Brainstorming Catalog method Resource method Little men method Synectics
Method of resolving contradictions Teaches a preschooler to constantly find good and bad sides in the same object or action. The game “Good - Bad” leads children to understand the contradictions in the world around them (For example, rain: waters plants, refreshes the air, fills rivers with water - good; people get wet in the rain, dirty puddles, cold - bad).
Morphological analysis The essence is to combine different options for the characteristics of a certain object. The goal is to identify all possible facts for solving this problem that could have been missed during a simple search. For example, let's invent a new chair. On the left we write possible shapes (circle, square, cube), and on the right - the possible material from which it can be made (glass, sponge, iron, paper).
Synectics are analogy methods that develop memory, thinking, and imagination.
Focal object method Helps remove psychological inertia. An object for improvement is given, and the properties of another object, which is in no way connected with it, are transferred to it. Unexpected combinations produce interesting results. For example, an apple is a pillow. Select 5-10 definitions for each of them, and then swap the objects. After the resulting combination, it is necessary to give the object the necessary qualities: a soft apple (needs to be baked in the oven), a round pillow (sewn from circles).
Simple techniques of fantasy Techniques of fantasy Artistic image Discussion with children of the consequences of changes Change in size (reduction, increase) Thumbelina, Turnip How change can be practically used Change in structure (crushing, combining) Losharik, self-assembled tablecloth Scope of application of the resulting images Change in mobility (revitalization, petrification) Stove at Emelya, Stone Flower Creation of problematic situations by changes Special (S) and universal (U) magic S - boots-running U - magic wand Magic has limitations Transformation of the properties of time The Tale of Lost Time, Peter Pan Possibility of transforming objects Fantasy techniques are based on physical transformations of objects and their parts, features, places of events:
System operator Or “system elevator”. Teaches you to be able to analyze and describe the system of connections of any object in the material world. Stage 3 Supersystem in the past Habitat Supersystem in the present Habitat Supersystem in the future Habitat Stage 1 System in the past Who was he? System in the present Who? System in the future Who will it be? Stage 2 Subsystem in the past Parts Subsystem in the past Parts Subsystem in the future Parts
Where can I meet you? Forest, park Where can I meet? Forest, park Where can I meet? Forest, park What happened? Sprout What? Tree What will happen? Stump What parts does it consist of? Root, stem, buds What parts does it consist of? Roots, trunk, branches, leaves What parts does it consist of? Root, snag The method of system analysis allows you to introduce the parts of an object, consider the object in dynamics, see it simultaneously in a functional, structural and temporal aspect. Is the main thing in the exercise of developing system logical analysis
Brainstorming This is a collective discussion of a problem situation. During a brainstorming session, mental activity is activated; it makes it possible to make any assumption that will be accepted for discussion without criticism. For example, a brainstorming topic could be “How to catch a mouse?”
Catalog method Or the “snowball” method. In the process of solving a problem, a layer of events occurs. To create characters, objects, and situations in an event, a children's book with a minimum of illustrations, prosaic if possible, is used. The adult asks questions about the future plot of the fairy tale (Who are we writing about? What is he like? Who were his friends? Who interfered with them? How did it all end?), and the children look for the answer in the book, randomly pointing their finger to any place in the text
The resource method teaches you to identify the capabilities of an object and come up with ways to use its resources in problem situations. At the same time, the “energy of the fields” begins to operate.
Resources have energy fields Mechanical - physical impact; Acoustic – sound impact; Thermal – heating, cooling; Electrical – use of current energy; Magnetic – the use of magnetic attraction. To prevent an unfavorable action and obtain a favorable result, it is proposed to replace (or introduce) the action of any field
The “little men” method A technique that allows you to explain and model the internal structure of objects and the interactions between them, allows you to clearly describe the state of aggregation of a substance (solid, liquid, gaseous). All objects consist of many little people, and the state of the substance depends on how they behave and what commands they obey.
The people of the gaseous substance are very restless. They love to jump, run, fly. The people of the liquid substance stand next to each other without holding hands, so they are easy to separate. The people of the solid substance hold hands tightly - that’s why the object is solid. It takes effort to separate it.
Stages of the “little men” method Modeling an object, a substance: Modeling the processes occurring with a substance: Modeling the processes of interaction of two objects: a solid body - paper, a liquid body - water. The paper is torn and water is pouring out. paper absorbs water Processes of interaction of objects and substances: “+” – connection, “-” – separation, “0” - neutral
All of the listed TRIZ methods are implemented in stages, depending on the level of preparedness of the children: Stage 1 – the teacher himself tells and shows what he is doing (with the help of a Toy Assistant); Stage 2 – the actions of the adult are supplemented by children; Stage 3 – the children themselves perform actions or create situations, and the teacher complements, clarifies and expands the children’s ideas; Stage 4 – the child independently performs actions on a problem or situation.
TRIZ methods help to implement various manuals: Rings of Lull “Magic Path”
GOOD LUCK IN YOUR WORK!
What is TIRZ? TRIZ is a theory for solving inventive problems. TRIZ is a scheme of systematic, talented thinking, using which you and your children can find a logical way out of any everyday situation, and the child can competently and correctly solve any of his problems.
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TRIZ is a theory for solving inventive problems. TRIZ is a scheme of systematic, talented thinking, using which you and your children can find a logical way out of any everyday situation, and the child can competently and correctly solve any of his problems. TRIZ is also based on the principles of independent thinking, where it is necessary to give the child the opportunity to find the answer himself, and not repeat memorized phrases or sentences.
About 50 years ago, a wonderful person, scientist, engineer, inventor, science fiction writer, organizer and teacher - Genrikh Saulovich Altshuller - created a very interesting and very effective theory - the Theory of Inventive Problem Solving (TRIZ)
The theory of inventive problem solving has been used in preschool pedagogy for almost two decades. The methodology is developing and being transformed into various forms of presenting material. A fairly stable nature of mastery of such basic concepts as the formulation and resolution of contradictions, finding and using resources, striving for an ideal final result, etc. is noted. Fortunately, children are not characterized by the stereotypes of thinking of adults. By solving Triz problems, preschoolers not only improve their creative thinking skills, but also broaden their horizons and develop their cognitive abilities.
Methods and technologies that allow you to master ways to remove psychological inertia and develop creative imagination (RTV); methodology for solving problems based on the laws of development of systems, general principles of resolving contradictions and mechanisms for applying them to solving specific problems (OTSM - general theory of strong thinking); educational system built on the theory of creative personality development (TRTL).
The goals of TRIZ are not just to develop the imagination of children, but to teach them to think systematically, with an understanding of the processes taking place, to give educators a tool for specific practical education in children of the qualities of a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their small problems. TRIZ for preschoolers is a system of collective games and activities designed not to change the main program, but to maximize its effectiveness. “TRIZ is a controlled process of creating something new, combining precise calculation, logic, and intuition,” as the founder of the theory, G.S. Altshuller and his followers believed.
The main working mechanism of TRIZ is the algorithm for solving inventive problems. Having mastered the algorithm, the solution of any problems proceeds systematically, according to clear logical stages: Preliminary description of the problem situation. Isolating a specific task from a problem situation. Construction of an abstract model for solving a problem, presentation of the IFR (ideal final result). Identification of resources and reaching a specific solution. Formulation of subtasks that need to be solved to implement the proposed solution. Repeating the chain of reasoning to solve the identified subtasks from step No. 3. Reflection. The main means of working with children is pedagogical search. If a child asks a question, there is no need to immediately give a ready answer. On the contrary, you need to ask him what he himself thinks about it. Invite him to reasoning. And with leading questions, lead the child to find the answer himself. If it doesn’t ask a question, then you need to point out the contradiction. Thus, we put the child in a situation where we need to find an answer, i.e. to some extent repeat the historical path of knowledge and transformation of an object or phenomenon.
Goal: to teach how to endow objects with atypical characteristics, to present and explain the practical purpose of an object with atypical characteristics. Resolving contradictions is an important stage in a child’s mental activity. For this purpose, there is a whole system of methods and techniques used by the teacher in game and fairy-tale tasks. The method of focal objects (MFO) is the transfer of the properties of one object or several to another. This method allows you not only to develop imagination, speech, fantasy, but also to control your thinking. Using the MFO method, you can come up with a fantastic animal, come up with a name for it, who its parents are, where it will live and what it will eat, or offer pictures of “funny animals”, “pictograms”, name them and make a presentation.
The “System Analysis” method helps to consider the world in a system as a set of elements interconnected in a certain way, conveniently functioning with each other. Its goal is to determine the role and place of the functions of objects and their interaction for each subsystem and supersystem element. For example: System “Little Frog”, Subsystem (part of the system) – paws, eyes, circulatory system, Supersystem (a more complex system that includes the system in question) – pond.
The MMP technique (modeling with little people) is the modeling of processes occurring in the natural and man-made world between substances (solid – liquid – gaseous). This is a technique that allows you to explain and model the internal structure of objects and the interactions between them. MMP allows you to clearly describe the state of aggregation of a substance. For this, “little men” are used, which have different characteristics: “solid men” hold hands tightly and stand in one place; “liquid people” do not hold hands, they can lightly touch and move; "Gaseous men" run fast.
Goal: mastering techniques for transforming the characteristics of objects to develop imagination and solve problems. Techniques of fantasy: Do the opposite. This technique changes the properties and purpose of an object to the opposite, turning them into anti-objects. Example: anti-light makes objects invisible, while light makes objects visible. Increase decrease. Used to change a property of an object. With its help you can change the size, speed, strength, weight of objects. The increase or decrease can be unlimited. Dynamics - statics. Used to change the properties of an object. It is first necessary to determine which object properties are constant (static) and which are variable (dynamic). To get a fantastic object, you need to use the “dynamic” technique to transform constant properties into variables, and using the “static” technique, transform variable properties into constants.
Eurorhythm is a fantasy technique in which a specific object is considered according to plan: the function and contradictions in a given object, the options by which the object is represented (fantasy: what options do not exist?) analysis of the situation: this object is the only one left on earth, what consequences of this can be? analysis of the situation: the object has disappeared, how will the function be performed? analysis of the reasons in a situation: the object exists, but the function is not performed; inventing new objects by combining this object with others (can be arbitrary).
Goal: to teach children to change their point of view on an object using the techniques of personal analogy (empathy), direct, symbolic and fantastic. Analyze systems for finding a non-standard solution to a given situation.
Techniques for resolving contradictions - explaining how one object can have opposite characteristics. The most common methods for resolving contradictions: in time, at one time an object has one attribute, at another - the opposite (for example, an icicle is both large and small: first the large one, then the small one melted); in space, one part of an object has one attribute, the other has the opposite (for example, an iron is both cold and hot: the sole is hot and the handle is cold); in systems, one object has one attribute, but together with other objects it has the opposite (for example, matches are both strong and weak: one match breaks easily, and many matches are difficult to break); in relationships, an object for one person has one attribute, and for another - the opposite (for example, a film is both good and bad: someone likes it (good), but someone doesn’t (bad)).
The use of TRIZ methods and techniques in our work allows us to note that children have almost no psychological barriers, but older preschoolers already have them. TRIZ allows you to remove these barriers, remove the fear of the new, the unknown, and form the perception of life and educational problems not as insurmountable obstacles, but as regular tasks that need to be solved. In addition, TRIZ implies the humanistic nature of learning, based on solving relevant and useful problems for others.
