Master class for teachers "Mysterious letters of TRIZ"

Wizards come to the rescue

Several years ago, pedagogical publications wrote a lot about the theory of inventive problem solving (TRIZ). Probably some teachers tried to apply it in their work. Some people liked the idea, while others rejected it. Over the years, many young specialists have come to schools who have never heard anything about TRIZ. Therefore, we decided to introduce you to the work experience of Natalya SYROVA, who successfully introduced into her practice a theory that helps develop younger schoolchildren. Perhaps some of this teacher’s ideas will help you in your work.

Psychologists study the structure and quality of creative thinking and imagination and train children’s abilities, offering tasks like: “Come up with as many different applications of this subject as possible”;
“Make sentences that include this set of words,” etc. Such exercises certainly develop children, but they are unlikely to give them pleasure, but in the child’s understanding, creativity should give a bright, attractive, new result. No one is interested in learning to swim only on land. And it is not clear whether in this case the student will be able to realize his abilities in real creativity. Many teachers enthusiastically sculpt, draw with children, compose fairy tales, and perform plays, without asking themselves what exactly is happening to the children. While instilling a taste for creativity, they, however, do not leave their pets the opportunity to move independently along the chosen path.

The theory of inventive problem solving (TRIZ) gives a unique opportunity to create, that is, to create “new” and improve “old”, using a set of specific concepts, rules, and techniques. Children begin to make real technical inventions and write fantastic stories.

There is an idea that each person has his own natural capabilities and can be taught to use these capabilities to a greater or lesser extent. To develop creative abilities, you can give children tasks and wait until constant training allows them to get closer to the maximum of their natural capabilities. The question arises: is it possible to rise above your capabilities? A person jumps higher, leaning on a pole, moves faster when he gets into a car, speaks louder, bringing a microphone to his mouth. This means that a person increases his natural capabilities using the experience and achievements of all mankind. Advances in the field of imagination have been accumulated in science fiction literature. Science fiction writers G. Altov and P. Amnuel identified the techniques by which this or that fantastic idea was obtained. Now the creative imagination has its pole to take off.

How to explain techniques and their possible applications to young children? Wizards have come to the rescue! If something doesn’t work out for you, the wizard will always help; if it becomes boring and joyless, then it doesn’t cost a wizard anything to create some miracle. Therefore, at every lesson, wizards become regular guests. True, each of them is engaged only in his own specific work. Let's get to know them too.

The Wizard of Delhi-Come can divide anything into parts, combine it with something else. For example, divide bread into pieces or combine it with butter to make a sandwich. To meet the wizard of Delhi-Come on, you need to fulfill some conditions: take one thing from a bag of things and explain that one thing is many things. For example: that a comb has many teeth and also a handle, that a ball consists of rubber and air, a glass ball consists of upper and lower parts, and a notebook consists of a cover and pages. After this, Delhi-Come on appears. He has a hat in one hand, a balloon in the other, and if you combine them, you get a face. Delhi-Come explains that he can divide everything in the world and unite it too.

According to the “Delhi” pattern, children walk or run on their own, and according to the “Come on” pattern, they unite in pairs or groups, taking picturesque poses.

Fairy Inversion can change everything to the opposite, do the opposite: for example, make the day dark and the night light. When children do the opposite and cause harm, the fairy Inversion punishes them. She can do everything the other way around and even walks one step this way and the other upside down.

Fairy Inversion gives commands that must be carried out in opposite directions. For example: sit down! (stand up), lower your arms (raise your arms), jump (sit down), lean left (right), etc.

Tasks

Fairy Inversion asks to name the opposite heroes for Little Red Riding Hood, Aibolit, Cipollino. The easiest way to complete tasks is according to the “good – bad” characteristic, then the opposite heroes will be the Wolf, Barmaley, Signor Tomato. And who will be the opposite of Pinocchio in other characteristics? According to the characteristic “cheerful - sad” it will be Pierrot, according to the characteristic “playful - obedient” - Malvina, according to the characteristic “naive - insightful” - Tortila the turtle.

Fairy Inversion names words and asks children to name their opposites:
cold - hot, heavy - light, sharp - dull
, etc.
The task becomes more complicated if it is necessary to determine not only the opposite property, but also the object that has this property. For example: white paper - black board;
smooth ice - rocky path; noisy crowd - quiet music. 3.

Fairy Inversion decided to create an inversion forest in which everything should be the other way around. Children must describe what such a forest will look like. (The trees there grow with their roots up and their leaves down. The leaves are constantly nibbled by herbivorous wolves, which are hunted by predatory hares. Low trees are buried in huge grass. Birds do not fly, but crawl from one blade of grass to another and catch caterpillars flying past.)

Often, children’s answers are original, interesting, and the main value of the tasks is the ability to create a feeling of “I can!” It is especially important to take this into account when dealing with the wizard Delhi-Give, because there are sometimes infinitely many answers to his tasks.

Tasks

Delhi-Let's throw a ball to one of the children and say a word, for example
house
.
The child must quickly name some part of this object - roof, door
.

Delhi-Give can produce the same number of divisions and mergers in one day. He is confused and asks for help. The children’s task is to check whether the second system is part of the first; then it will be separation. If not, it will be a merger.

For example: spoon and fork

(association),
bread and crumbs
(separation),
door and handle
(separation),
fur coat and hat
(association),
fox and hole
(association),
puddle and water
(association).

Children draw Leo from A. Volkov's fairy tales. But how to show that this is the Brave (Cowardly) Lion?

Master class for parents on TRIZ technology “Wizards and Sorceresses”

Anna Isaeva

Master class for parents on TRIZ technology “Wizards and Sorceresses”

The purpose of the master class : practical development of TRIZ technology .

Introduce parents of preschool children to the theoretical foundations of TRIZ

TRIZ gaming techniques

Introduce the practical application of TRIZ

Relevance: Education built on the assimilation of specific facts has become obsolete, because facts quickly become outdated, and their volume tends to infinity. In the modern world there is a huge flow of information. Now it is not enough to simply give children certain facts; they must be taught to process and systematize the information received.

Novelty: the ideal of the 21st century education system is that the development of thinking will be the basis for the education of preschool children.

Format: pedagogical living room

Audience: parents of preparatory group students

Materials and equipment: video film, TV, presentation “Secrets of the Magic Forest ”

LiveInternetLiveInternet

Friday, September 13, 2013 18:02 + in the quotation book Master class Topic: “Application of TRIZ methods in the everyday life of a kindergarten” 1. Characteristics of the composition of teachers participating in the master class. Dear members of the commission! We present to your attention a TRIZ master class. The topic of the master class is “Application of TRIZ methods in the everyday life of a kindergarten.” Before holding today's event, let me introduce you to the characteristics of the master class participants. This teaching staff consists of 14 people from different kindergartens in the city. Everyone has different work experience, different approaches to the upbringing and development of children. 2. A short story about the upcoming event. The purpose of the master class: practical development of TRIZ technology. Relevance: Education built on the assimilation of specific facts has become obsolete, because facts quickly become outdated, and their volume tends to infinity. Novelty: the ideal of the 21st century education system is that the development of thinking will be the basis for the education of preschool children. 3. Rationale for the master class. The rationale for this master class is a psychological and pedagogical orientation based on the principles of innovation and cooperation pedagogy. I consider myself a moderate innovator who improves on my previous experience. 4. The teacher’s answers to questions. Dear members of the commission, before moving directly to the practical part and inviting participants, you may have questions for me. Well, now let me invite participants to conduct a master class. Dear colleagues, I invite those who wish to come to the tables. 5. Conducting a master class. Dear Colleagues! The topic of my master class is “Application of TRIZ methods in the everyday life of a kindergarten. First, I would like to encourage you to think outside the box. Listen to the problem and help me solve it. In ancient times, when a person could be sent to prison for financial debts, there lived a merchant who owed a large amount of money to a certain usurer. The latter - old and ugly - fell in love with the young daughter of a merchant and offered a deal: he would forgive the debt if the merchant gave his daughter for him. The father was horrified by such a proposal. Then the insidious moneylender suggested casting lots: put two stones, black and white, in an empty bag, and let the girl pull out one of them. If she pulls out a black stone, she will become his wife, but if she pulls out a white stone, she will remain with her father. In both cases, the debt will be considered repaid. If the girl refuses to draw lots, then her father will be thrown into prison, and she herself will become a beggar. The merchant and his daughter agreed to this proposal. At that time, when the moneylender bent down to pick up the stones for the lot, the merchant's daughter noticed that he had put two black stones in the bag. He then asked the girl to pull out one of them, thus sealing her fate and that of her father. Now imagine that you have to draw lots. What would you do if you were in the shoes of this unfortunate girl? Or what would you advise her? Each of you made your own assumption, but you came to this through careful logical analysis, which is stereotyped thinking. But there is another type of thinking - unconventional. And here is your first task: Within 2-3 minutes, trace your palm on a piece of paper and on each finger write the answer to the question “What do I expect from this master class?” Life constantly presents us with challenges, and our fate depends on their solution. How to raise a person who can easily solve problems that arise? Teachers know well that any child can be a creative person; he is potentially talented from birth. And only improper upbringing and training destroys the sprouts of this talent in children. To raise a talented person, it is necessary to develop creative thinking in preschool childhood, the ability to think outside the box, to look at the world around us. Dear colleagues, I invite you to read out your answers to my question. As a result of your answers, I assume that today at the end of the master class you will be able to: Explain what TRIZ pedagogy is See the possibilities of using TRIZ techniques in the everyday life of a kindergarten First, let’s define the concept of what TRIZ pedagogy is. This is the youngest of the known and popular innovative pedagogical systems. It is based on TRIZ (the theory of inventive problem solving) and TRTL(), created by Russian scientist and science fiction writer Heinrich Altshuller. Its modern name is “applied dialectics”. The goal of TRIZ is not just to develop children’s imagination, but to teach them to think systematically, with an understanding of the processes taking place. The motto of the Trizovites is “You can say anything!” How to introduce TRIZ elements into the daily life of a kindergarten? I carry out this work in stages: Tasks of STAGE 1. To teach how to find and resolve contradictions in objects and phenomena that surround one, to develop systems thinking, i.e. the ability to see the environment in the interconnection of all components. At STAGE 2. Teach children to invent objects with new properties and qualities: a new toy, an unusual dress, a gift, etc. At STAGE 3. We solve fairytale problems and invent new fairy tales. At STAGE 4. I teach children to find a way out of any difficult situation. These tasks are solved in games and game exercises, which you will find in the instructions prepared for you. For a more complete understanding of TRIZ techniques, I suggest you play. 1. Game “Fantasy Polynomials” Make any 3-letter word. HOME ?. Make up a sentence of words, for example, in combinations 2, 3, 1. Then with your children you can come up with fantastic stories based on these combinations. 2. Making a Limerick Game Limerick is the English version of organized nonsense. Within 5 minutes, try to come up with a limerick. It should be fabulous, mysterious, you can even use incomprehensible words, but so that the rhyme is preserved. The first line is the choice of the hero (red and blue bear cub) The second line is the characterization of the hero or his action (flying across the sky) The third line is the implementation of the action (how the hero did it) (flapping his paws like wings) The fourth line is the choice of the final epithet or his attitude to the hero (scared all the birds) Do you understand the task? Please, let's get started. In the process of completing the proposed tasks, children should not criticize their answers immediately, without explaining or developing their ideas. Most likely, the child could not convey it to us, express it correctly, or we did not understand it, since a child, unlike an adult, thinks directly, in an unearthly way. If we adults try to approach the issue from a real point of view, thinking through every step, then the child will not think about the laws of real life. Well done on your creative approach to creating a limerick. Reflection. Summing up the master class And at the end of my master class, imagine that you spent today in a restaurant and now the restaurant director asks you to answer several questions: - I would eat more of this... - I liked it most... - I almost digested ... - I overate... - Please add... Who is ready to communicate with the restaurant director? Well done, you did a great job with all the tasks. Use various TRIZ techniques, and the inexhaustible source of children's imagination will be fully revealed to you. I think that now you can answer the questions posed at the beginning of the master class. And so that you can better master TRIZ technology, I have prepared booklets for you. I am glad that you attended this event. Thank you for your attention. 6. Analysis of the event conducted by the teacher. Dear members of the commission! You watched a master class on the topic “Application of TRIZ methods in the everyday life of a kindergarten.” In my analysis, I would like to focus on the fact that the tasks I set were achieved. I think that I managed to interest teachers in using TRIZ technology, since they actively participated and were emotional. Completing creative tasks contributed to the emancipation of teachers’ personalities and the activation of their creative abilities. To better see the possibilities of using TRIZ techniques in the everyday life of a kindergarten, I have prepared booklets and reminders. Along with the positive aspects, there were also shortcomings. Do you have any questions for me about this master class? I was glad to see you at my master class, I will take into account all your recommendations and wishes. Thank you. 7. Questions and answers. 8. The teacher’s final generalization.

Series of messages "TRIZ":
Part 1 - GCD "Cognition". Familiarization with the environment “Fire is a friend, fire is an enemy”, using TRIZ elements Part 2 - Experience using the TRIZ method ... Part 8 - TRIZ (the theory of solving inventive problems) Part 9 - Consultations for educators “Method aimed at achieving an ideal result” (TRIZ). Part 10 — Master class Topic: “Application of TRIZ methods in the everyday life of a kindergarten” Part 11 — Summary of a lesson on the TRIZ method in the senior group on the topic: “The Four Elements.”

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“Application of TRIZ methods in the everyday life of preschool educational institutions.”

MASTER CLASS

"APPLICATION OF TRIZ METHODS

IN THE DAILY LIFE OF KINDERGARTEN"

Target:

—

increasing the professional competence of teachers participating in the master class in the field of application of TRIZ technology in the educational process of kindergarten in the course of active pedagogical communication.

Master class objectives:

· expand the knowledge of preschool teachers about the variety of gaming techniques of TRIZ technology and their practical application in the everyday life of kindergarten;

· encourage the use of TRIZ games - technologies in joint activities with children .

· To create motivation among master class participants to use methods and techniques of TRIZ technology in their teaching activities .

Material and equipment:

multimedia installation, computer, presentation, route sheets for the implementation of technological maps, technological maps, models of thinking, visual material for games, game guide “Carousel of Features”.

Progress of the event:

1.Relevance.

The process of raising and educating a child is a glimpse of modern humanity into the future. The main task of the education system is to prepare the younger generation for a creative life in tomorrow. We have entered a rapidly changing world, the era of the information revolution. Knowledge that is relevant today will become hopelessly outdated tomorrow. And this naturally led to the emergence of a number of global problems in the field of education at all levels. There is an obvious new need to teach children to live in a dynamic, rapidly developing world.

Traditionally, in pedagogy the question is brought to the fore: WHAT TO TEACH? Education often relies on the transmission of outdated knowledge. And how can one keep up with science if technological and scientific paradigms began to change within one generation?

It is obvious that the content of education today should be considered, first of all, in children’s mastery of technologies for working with new knowledge, the development of their research skills, and the ability to independently obtain information that is missing for solving problems.

Accordingly, the question arises: how to build the educational process today? What can really be changed in the education system of children, starting from preschool age? Some answers to this question are given by the pedagogical direction, today called TRIZ - pedagogy.

TRIZ - pedagogy is defined as a pedagogical direction that reveals the essence, goals, objectives of the process of education and training, based on the general laws of the theory of solving inventive problems.

TRIZ pedagogy is based on:

1. Methods and technologies that allow you to master ways to remove psychological inertia (development of creative imagination - RTV);

2. 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 creative problems (general theory of strong thinking - OTSM);

3. An educational system built on the theory of development of a creative personality (theory of development of a creative personality - TRTL).

The effectiveness of TRIZ pedagogy lies in its instrumentality, relative universality and sufficient guarantee of the formation of students’ research skills. Working with models allows you to use OTSM – TRIZ – RTV approaches to implement any educational program.

2. Description of the work on introducing TRIZ technology into the educational process of the second junior group.

I began work on introducing TRIZ technology into the educational process of my 2nd junior group by studying theoretical and methodological literature, manuals, and watching video seminars of leading experts.

At the moment there are 3 Main Russian TRIZ schools.

“Classical” TRIZ pedagogy (Leningrad TRIZ school)

Main representatives: A.V. Kislov, E.L. Pchelkina M.N. Shusterman

Peculiarities:

The “classical” school programs are closest to the “adult” TRIZ. Children gradually become familiar with the following concepts: fantasy techniques, function, system, system operator, ideal end result, conflicting couple, resources, physical and technical contradiction, patterns of development of technical systems, etc. Children learn to solve problems using an algorithm using the example of social and everyday situations.

OTMS (General Theory of Strong Thinking)-TRIZ (Ulyanovsk TRIZ school)

Main representatives:
N.N.
Khomenko, I.Ya. Gutkovich, I.N. Muraszkowska, A.A. Nesterenko, T.A. Sidorchuk and others. Features:

OTSM is a broader area because it considers tools for solving problems not only in technical systems, but also in social, organizational and others. If we talk about OTSM in pedagogy, then here we see a lot of experience in integrating elements from RTV and TRIZ into other educational subjects. This, first of all, is important for the formation of an objective picture of the world in children. OTSM-TRIZ has many methodological platforms based on kindergartens and schools; in their programs they take into account the requirements of the Federal State Educational Standard, conduct intramural and correspondence competitions of research projects, and organize visiting conferences.

“Popular” TRIZ pedagogy (Moscow TRIZ school)

Main representatives:
A.A.
Gin, I.Yu. Andrzheevskaya, S.A. Gin, A.F. Kavtrev and others. Features:

“Popular” TRIZ is aimed at both teachers and parents, providing overview knowledge about the education and development of creativity. Clearly explains and popularizes the need to develop creative thinking and imagination. The main concept concepts are open problems (there are materials on fairy tales and various school subjects) and creative battles (team competitions to solve such problems).

Analysis of the literature, comparison of the possibilities of using TRIZ methods in different age groups of preschool educational institutions, ranking TRIZ methods in accordance with the stages of introducing TRIZ technology into the educational process led me
to the methodological complex “I know the world” created on the basis of OTSM-TRIZ-RTV
by a certified specialist of the International TRIZ association, scientific director of the public organization "Volga - TRIZ", candidate of pedagogical sciences
Sidorchuk Tatyana Aleksandrovna
The methodological complex "I know the world" was developed as a solution to the problem of planning work with OTSM - TRIZ - RTV technologies in preschool institutions and is aimed at developing the intellectual - creative and cognitive activities.

The main pedagogical tool

implementation of MK: modeling of mental actions. For a child, these are diagrams of the steps of an algorithm that allows you to solve some cognitive problem.

The teacher should not learn algorithm diagrams with children. It is necessary to create pedagogical conditions under which preschoolers become aware of

steps of the algorithm with their subsequent schematization in front of the children. This scheme is a signal sign that allows the child to apply a well-known algorithm to organize his own intellectual and creative activity.

The methodological complex includes:

— technological maps for the implementation of OTSM - TRIZ - RTV methods.

A total of 67 technological maps in six areas:

— analyzers (6 cards),

— signs of objects (17 cards),

- questions (7 cards),

— cause-and-effect relationship (1 card),

— transformers (12 cards), thinking models (24 cards);

-route sheets for the implementation of technological maps in different age groups;

-checklists for monitoring;

- a universal visual aid for children “I am exploring the world” (six zones combined into a single storyline).

Using the OTSM - TRIZ - RTV methodology in my work,
I developed:
· Planning for the development of TRIZ technology by children of the younger group, based on route sheets for children 2-3 years old and 3-4 years old, developed by the authors of the international TRIZ association of the public organization "Volga-TRIZ" "led by scientific supervisor T.A. Sidorchuk, since they contain the basic competencies that need to be developed in children while working with this technology.

· Technological maps for familiarization with the capabilities of the sensory organs and the emotional state of a person

· Technological maps for familiarization with the names of features.

· Technological maps for children’s development of ways to formulate questions.

· Technological maps for children’s development of methods for transforming the characteristics of objects. (Typical fantasy techniques)

· A catalog of games and trainings to develop systems thinking for preschool children.

· A card index of games for the development of creative imagination in preschool children.

· A draft universal manual has been compiled, which contains schematic images of 17 meanings of feature names, question marks, images of “smart head assistants”, human analyzer organs, figures of “wizards”, transformers of object features, a manual for developing the ability to establish cause-and-effect relationships.

Work on creating a methodological case continues. It is planned to produce a playbook “Explore the World”, circles of Lull, and enrich the “Magic Chest” with subject pictures.

I have been conducting practical work on technological maps in the form of game trainings in the form of experimental, research activities, using practical observations, inspections of objects based on information relevant to the child from the outside world since December.

Tatyana Aleksandrovna Sidorchuk draws attention to the role of analyzers in mastering the world around us: “A person learns the world through various means and methods, but the first steps of getting to know the world around us allow us to make the senses, our “smart head assistants.” Therefore, at the first stage of work, I began to introduce children to analyzers
(tactile, visual, auditory, olfactory, tactile).
In parallel with the analyzers, in
regulated and joint activities, I introduced children to “Magic Cards” with the names of signs that help describe objects
(humidity, temperature, size, shape, smell, taste, sound, color, place, direction, quantity, action, relief, material , parts, weight, time). A sign is any characteristic of an object, this is the side by which it can be recognized, defined or described, which serves as a sign, a sign of the object.

Familiarization with the signs took place in a certain order:

Stage 1: A sign comes to visit the children, and at the request of the teacher, the pupils begin to look for the meaning of this sign in their immediate environment;

Stage 2: Children’s ideas about the concepts “name of feature, meaning” are clarified

feature name";

Stage 3: Appearance of a schematic representation of the feature name. Accommodation

schemes for the name of a feature in the game manual “Poznavaykin’s World”;

Stage 4: Children independently determine the meaning of the name of a feature in the world around them.

For example: “Magic card - color” - asks the object what color it is? “Shape card” - what shape is it? All these questions come from the card itself

I become familiar with the names of signs during game trainings.

To conduct game trainings, it is necessary to prepare cards depicting the names of the characteristics.

Practical part

Game training “Carousel of signs” with teachers.

Goal: consolidation of feature names .

Progress: The manual is a circle made of fabric or oilcloth, on which there are 17 circles for sign icons along the edge and 1 circle for an object in the center.

Conducted with a subgroup of children. The teacher invites 3-4 children to stand in a circle, choose an object and begins to count: 1,2,3-run. (children run in a circle around the playground.)

Educator:: 1,2,3- freeze.
(Children stop)
.
sign icon card , provided that they are familiar with 17 signs (as many icons are laid out as they know)
.
One by one, the children name the attribute and characterize the selected object by it. For example: Teacher: Olya, Petya, Masha go out. Olya, choose an object. (Olya Selects grapes and puts them in the center.)
1,2,3 - run.
1,2,3-freeze. (Olya says: I have a sign of temperature . Which grapes are based on temperature ? - warm. Petya says: I have a sign of humidity. What are the grapes based on humidity ? - dry on the outside, juicy on the inside. Masha says: I have a sign of quantity . How many grapes? - there is one brush, but there are many berries.)
Pedagogical science has determined that creative thinking already in preschool age begins to be systemic in nature and among the factors that have the greatest influence on its formation are the level of development of creative imagination and the formation of intellectual operations (analysis, synthesis, comparison, establishment cause-and-effect relationships, etc.).

Therefore, in play activities with children in the group, games are actively used to develop the ability to identify the functions of an object, determine the lines of development of an object, identify supra-system and sub-system connections, classify objects and compare systems.

“What can he do?”
, “What Was - What Became”, “Earlier-Later”, “Locomotive” , “Where Does He Live?” , “Magic Traffic Light”, “Good-Bad”, “Masha-Confused”, “One, Two, Three, Run to Me!”, “What It Looks Like”, “Teremok”, “Everything in the World Is Confused”
Work is being organized on “Magic path” with one vertical indicator (hero) and two to four horizontal indicators (shape, color, size). The work is based on the visual perception of the “Magic Path”. Pictures (diagrams) of objects are used to indicate indicators. From 3.5 years of age, it is useful to place the “hero” on the border of different indicators (sign values).

Ex .: a bunny got on the border of the paths - he stands on both the green path and the red one. What color did he become?

Practical part. Game "Teremok" with teachers.

Rules of the game

Children are given various object pictures. One child (or a teacher in the younger group) plays the role of leader. Sits in the "teremka". Everyone who comes to the “teremok” will be able to get there only if they say how their object is similar to or different from the presenter’s object. The key words are: “Knock, knock.” Who lives in the little house?

Note:

During the game, the leader can change the settings: “I’ll let you into the tower if you tell me how you’re like me. Or: “I’ll let you into the little house if you tell me how you differ from me.”

Game “One, two, three, run to me!” with teachers.

Rules of the game:

The presenter distributes pictures depicting various objects to everyone playing. Depending on age, the content of the pictures changes: in younger groups these are objects of the immediate environment, animals. The children stand at the other end of the hall and, according to a certain instruction of the teacher, run up to him.

Progress of the game:

“One, two, three, everyone who has wings, run to me!” (Children run up with images of an airplane, a bird in the picture...) The rest of the children stand still. “One, two, three, those who can sing, run to me!”, “One, two, three, everyone who used to be little, run to me!”

3. Conclusion.

In conclusion, we can say that, despite the difficulties, working with basic models gives positive results in the formation of the cognitive abilities of young children. Under the guidance of a teacher, children successfully master ways of learning the meanings of signs through analyzers; generalize the meanings of feature names, assigning them a name, group objects by features, and recognize them by description. I noticed that children have become more sociable and are not afraid to express their opinions. The main thing is that children develop the ability to listen to each other and respect the opinions of other children. I consider working on the TRIZ system important, interesting and necessary.

TRIZ pedagogy has created a fairly extensive fund of trainings, techniques, and methods that make it possible to develop in a child the ability to see a systematic picture of the world, operate with contradictions, and, at an older age, purposefully overcome psychological inertia and solve problems of a creative nature from different fields of knowledge and human activity.

I tried to select games for you that you can play with the children of your groups. TRIZ gives you and your children methods and tools of creativity that a person can master regardless of his age. By owning a single instrument, children and adults can more easily find a common language and understand each other. When raising and teaching your child, be guided by the motto: “Creativity in everything!”

4.Reflection .

I thank you for participating in the master class and invite you to evaluate its productivity. Before you is the “Magic Tree”

-If you liked it, the information is interesting, there are a lot of impressions and the master class was fruitful , attach an apple.

-If something was missing, it was interesting, but burdensome, attach a flower.

-If you were not interested, indifferent, the information was useless, then attach the piece of paper.

Dear Colleagues! At the end of our meeting, I would like to wish you a flight of fantasy, the beauty of the images you create in your classes,