Classes using the TRIZ method consist of three stages:
The first stage is searching for the essence. Children are given a task that needs to be solved. Each child offers his own “way out of the situation.” Situations can be both real (for example: a family is going on vacation for a month, who will water the flowers in the apartment? How can you tell the time if there is no clock?), or fictitious, fairy-tale (for example: how to find the smartest person in the kingdom? How transfer water in a sieve?).
The second stage is the “secret of the double.” Identifying and understanding two contradictory truths. For example, the sun is good and bad. Good - because it warms, bad - because it can burn.
The third stage is resolving contradictions with the help of fairy tales and games. For example, to hide from the rain, you need a large umbrella. But a large umbrella does not fit in a bag, that is, a small umbrella is needed. The solution is a folding umbrella.
Game "Stop the thief!"
Goal:
to train analytical thinking, the ability to identify distinctive features through comparison.
Previous stage:
the game “Teremok”.
In contrast, in this game visual support is given only for one object of comparison, the other must be imagined mentally. Props:
the same as in the game “Teremok”.
Introduction to the game:
shouts are heard in the crowd: “Stop the thief, he’s so tall!”
- Stop the thief, here he is in the black hat! No one noticed the thief himself, no one can describe him completely. But detectives find a thief even based on individual signs... So we will try to find a “thief”, knowing some of his signs. Progress of the game: 1st option:
each child holds a drawing in front of him and plays for the drawn object.
The leader assigns 3-4 children to the search group and removes them from the room. The rest are determined by lot or counting - who will be the “thief”, and the children name his signs (for example, a teapot: patterned, with a handle, empty). Then the detectives return to the room, the leader tells them the signs of the thief and calls: “Stop the thief!” The rest of the children can sit, stand, and run. Detectives run between the children, look at their drawings and try to identify the thief. When each detective has detained someone, the presenter says “stop!” and all movement ceases. The detainees are being examined. The leader sets the order of consideration so that the real thief, if caught, remains the last. The first detective points to his detainee and says: “This is a thief, because he ... (names a sign known to him, for example, “With a pen”).” The detainee, if he is not a thief, says in what other ways he differs from a thief: “No, I am not a thief, because... (for example, if a bag is “detained”: “The thief keeps the tea, and I keep the books”). If the detainee cannot tell the difference, he is taken away as a thief. And so on until all the detainees were examined. A real thief, if caught, can only voluntarily confess. Let him give back what was “stolen” and receive forgiveness. Investigators can be rewarded. 2nd option:
The same as in the 1st option, but each detective is told only one of the established signs.
Then it is more difficult to find the thief. Note.
Perhaps the game's plot could be given more noble features. The author leaves the initiative to the Reader.
Advantages of the TRIZ program in kindergarten:
- Helps develop analytical skills.
- Teaches the child to reason and defend his point of view.
- Helps the child cope with natural shyness and reticence.
- Cultivates the desire to learn and receive new information.
- Gives freedom of speech and freedom to express personality.
- Versatility: coping with easy tasks to begin with, the child gradually learns to find a way out of difficult situations, which will undoubtedly be useful in adulthood.
Card index of games based on TRIZ technology for children of the younger group (from 3 years old). card index
Card index of games using TRIZ technology for children of the younger group (from 3 years old)
Card 1. What can he do? Goal: developing the ability to identify the functions of an object Rules of the game: The teacher names the object. (The object can be shown or guessed using a Yes-No game or a riddle.) Children must determine what the object can do or what is done with its help. Progress of the game: Educator: TV. Children: It can break, it can show different films, cartoons, songs, it can gather dust, turn on, turn off. Educator: What can a ball do? Children: Jump, roll, swim, deflate, get lost, burst, bounce, get dirty, lie down. Educator: Let's Let's dream up. Our ball ended up in the fairy tale "Kolobok". How can he help Kolobok? Note: You can move the object into fantastic, unreal situations and see what additional functions the object has. Basis of personal culture. Educator: What kind of polite person is this and what can he do? Children: Greet, politely see off guests, take care about a sick person or dog, he can give up his seat on a bus or tram to an old woman, and also carry a bag. Educator: More? Children: Help another person out of trouble or a difficult situation. Educator: What can a plant do? Children: Grow, drink water, bloom, close, can sway in the wind, can die, can smell delicious, or maybe tasteless, can prick. Educator: What can an elephant do?Children: An elephant can walk, breathe, grow. The elephant gets its own food, transports goods and people, and performs in the circus. He helps people around the house: he even carries logs. Educator: What can rain do? Children: Dissolve the ice.
Card 2. Earlier-later. Purpose: to teach children to draw up a logical chain of actions, to consolidate the concepts of “today”, “tomorrow”, “yesterday”... to develop speech, memory. Rules of the game: The teacher names a situation, and the children say that what happened before, or what will happen after. Can be accompanied by a demonstration (action modeling). For clarity, you can use the time axis, where you will see a step-by-step sequence of events forward or backward. Progress of the game: Educator: We are now on a walk. And what happened before we went for a walk? Children: We were getting dressed for a walk. Educator: And before that? Children: Before we got dressed, we put away toys, and before that we played builders, and even before that we had breakfast... Educator : We came from a walk. What will happen next? Children: We will undress, wash our hands, the attendants will set the tables... Educator: I sewed a dress. What did I do before? Show me! Children: You went to the store, bought fabric (the child silently demonstrates with his actions), took scissors, cut the fabric... When reinforcing the concepts of “today”, “tomorrow”, “yesterday”... Educator: What day of the week is it today? Children: Tuesday. Educator: What day of the week was yesterday? Children: Monday. Educator: What day of the week will it be tomorrow? And the day after tomorrow?...
Card 3. Paravozik. Purpose: to teach how to build logical chains, develop attention, memory, thinking. Rules of the game: The teacher prepares 5-6 options for depicting one object in different time periods: a tree or a bird, or a flower, a person, and so on (objects of a living system ). Cards with the image of one object are distributed to the players. Progress of the game: The leader is a teacher, and later a child is a train, and the rest of the children are carriages. The “time train” is being lined up. Educator Q: Let’s go on the human time train. On the table there are disparate images of a baby, a little girl and a boy, a schoolchild, a teenager, an adult, an elderly person. Each child chooses the picture he likes. The leader takes his, stands up, and behind him stands a child with the next meaningful picture, and so on. (When familiarizing yourself with the concepts of “system now,” “system in the past,” “system in the future”) (When expanding the idea of growth and the development of representatives of the animal world, when observing the inhabitants of a corner of nature, as well as becoming familiar with the seasons). Educator: Here is a picture of a green leaf. (Pictures of a leaf in different time periods have been selected in advance: a yellow leaf, a fallen leaf, a leaf under the snow, a small leaf with a light green color, and so on). Children choose pictures and line up in a train. Educator: What time of year is it now? Children: Winter . Educator: What happens in winter? Children: It’s snowing, frost. Educator: Is that good? Children: You can ride on a sled. Educator: Why is sledding bad? Children: You can fall and get hurt. Educator: I’m putting the first carriage of the time train. In the picture it’s snowing and people are skating. What season will be next? Children choose pictures.
Card 4. Where does he live? Goal: to identify supra-system connections, develop speech and thinking. Rules of the game: The teacher names objects in the surrounding world. In early preschool age, these are inanimate objects from the immediate environment and objects of living nature. Children name the habitat of living objects and their location. Progress of the game: Educator: Look how many pictures there are here! Choose any one for yourself! At an older age, objects can be guessed in advance by the children themselves, or the presenter names the object to everyone on his own behalf. If the teacher has a clear goal: to consolidate, for example, the section “Living and non-living systems,” then the main set of pictures should consist of objects of a living and non-living system, and so on. Educator: Where does a bear live? Children: In the forest, in the zoo. Educator: And also? Children: In cartoons, in candy wrappers. Educator: Where does the dog live? Children: In the kennel, if it guards the house. In the house, right in the apartment. And there are dogs that live on the street - stray ones. Educator: Where does the plantain live? Children: It grows on the path. On the lawn and in the field. And also at the pharmacy. And when I applied it to the wound, it lived on my leg. And I drank it, which means it was in my tummy. Educator: Where does the nail live? Children: In the table, in the factory, in dad’s garage. In the toolbox. On the wall. In a chair. In my shoe!
Card 5. What will happen if... Purpose: to develop thinking, speech, flexibility of mind, imagination, introduce the properties of objects, the surrounding world. Rules of the game. This game is built on questions and answers. “What will happen if paper, a stone, a beetle falls into a bathtub of water?”, “What will happen if it snows in the summer?” Questions can be different - both everyday and “fantasy”, for example: “What will happen if you Will you end up on Mars?” Progress of the game: The teacher asks the child a question: “What will happen if paper falls into a bathtub of water.” The child answers: the paper will get wet, melt, float, etc.
Card 6. Sun. Goal: to develop thinking, speech, speech, flexibility of mind, imagination. Rules of the game: The teacher begins the sentence, and the child finishes. For example, it’s raining, and also... the sun is shining... the dog is barking... the locomotive is rushing... Progress of the game: You can combine two objects or living beings and name the actions common to them. Snow and ice are melting, a bird and a plane are flying, a bunny and a frog are jumping. Or one action and many objects: a fish, a boat, a ship, an iceberg floats... And what else? The sun is warming, the fur coat is warming, the battery is warming... And what else? A car, a train is buzzing...
Card 7. Good and bad. Purpose: To teach children to identify positive and negative aspects in objects and objects of the surrounding world. Rules of the game: An educator is any object or phenomenon in which positive and negative properties are determined. Progress of the game. Option 1: Educator: Eat candy - good. Why? Children: Because it’s sweet. Educator: Eating candy is bad. Why? Children: They may get toothache. That is, questions are asked according to the principle: “something is good - why?”, “Something is bad - why?”. Option 2: Educator: Eating candy is good. Why? Children: Because it’s sweet. Educator: Sweet candy is bad. Why? Children: Your teeth may hurt. Educator: If your teeth hurt, that’s good. Why? Children: See a doctor in time. What if your teeth hurt and you didn’t notice. That is, the questions follow a chain.
Card 8. One, two, three... run to me! Purpose: to compare systems, to teach to identify the main feature, to develop attention and thinking. Rules of the game: The teacher distributes pictures depicting various objects to all the players. Depending on age, the content of the pictures changes: in younger groups these are objects of the immediate environment, animals, as well as natural phenomena and inanimate objects. Children can simply wish for an object without using a picture. The children stand at the other end of the hall and, according to a certain instruction of the teacher, run up to him. The teacher analyzes whether the player made a mistake, highlighting any properties of the system. Progress of the game: “One, two, three, everyone who has wings, run to me!” (Children run up with images of an airplane, a bird in the picture...) The rest of the children stand still. Next, any components of the subsystem can be selected (eyes, angle, wheels, smell, sound...). The teacher asks the players where their objects have these parts. Note: You can use tasks on the above system. For example: “One, two, three, everyone who lives in the field, run to me!” Children run up to the teacher with images or hidden objects of cabbage, stone, sand, earth, mouse, grass, wind, tractor. The presenter asks at what moments the tractor can be in the field (during sowing or harvesting). You can use tasks on the function of the object. For example: “One, two, three, those who can sing come to me!” Children run up to the teacher with a picture of a bird, a person, the wind, a radio... It is interesting to use tasks for time dependence. For example: “One, two, three, everyone who was little before, run to me!” Children run up to the teacher with the image of a person, a bird, a flower, the wind... Children do not run up with the image of a tractor, earth, sand... When forming an idea about some plants: “One, two, three, everyone who has leaves (trunks, stems, roots, flowers) - run to me. When forming ideas about animals (eyes, fur, long fluffy tail, hooves, horns...).
Card 9. Decrease and increase. Purpose of the game: enrich the vocabulary of children, teach them to form using suffixes: - ok, - chick, - check, -ische. Rules of the game. Say: “I will call someone or something, and you make it small.” For example, a mushroom is a fungus, a chair is a chair, a leaf is a leaf. Make sure that the child does not name baby animals instead of the correct answer: not a hare - a little hare, but a hare - a bunny; not a cow - a calf, but a cow - a cow. The same can be done in the opposite direction. The adult calls the “reduced” word, and the child gives its usual version. The same games can be played with “increasing” suffixes: cat - cat, lesson - tract.
Card 10. Name it in one word. Goal: to enrich children’s vocabulary with nouns, develop speech, attention, thinking. Rules of the game. The teacher describes something, and the child calls it in one word. For example, the morning meal is breakfast; large utensils for preparing compote - a saucepan; The tree that is decorated for the New Year is a Christmas tree.
Card 11. Chain. Purpose: to teach children to identify the characteristics of objects, to develop children’s thinking and speech. Rules of the game: The teacher shows the child a picture of an object, he names it. Then the picture is passed on to another child. He must name one of the characteristics of the object and pass the picture to the next one. You need to name as many signs as possible and not repeat yourself. Progress of the game: The teacher shows a picture of glasses, the child, seeing the picture, says glasses are round and passes the picture to the next player. The next player says sunglasses and passes the picture to the next player and so on.
Game "Masha-Rasteryasha"
Goal:
to train attention, the ability to see resources for solving problems.
Preceding stage:
familiarizing children with the functions of various objects.
Why a spoon? Why a door? Why a knife?.. Introduction to the game:
tell (with an appropriate conclusion) about inattentive people who confuse and lose everything.
Invite the guys to provide friendly assistance to such Confused Mashas. Progress of the game: 1st option:
the presenter himself takes on the role of Masha the Confused Man and turns to the others: - Oh!
- What happened to you? — I lost (names some object, for example, a knife). What will I do now (names the function of a lost object, for example, cut bread)? The players name the resources to perform this function, for example: saw, axe, fishing line, ruler; You can break it off by hand. Masha-Rasteryasha can provide a small reward for good advice. 2nd option:
the same as in the 1st option, but the role of Masha the Confused is given in turn to all participants in the game.
Before the game starts, the presenter can ask the children to make a wish for the lost object. Then he appoints one of the children as Masha the Confused. You can appoint, for example, a neighboring child as the defendant. Then, after a successful answer, he becomes Masha the Confused Man and turns to the next participant in the game in the chain. This ensures that every child participates. But the rest quickly get tired of waiting their turn. You don’t have to appoint a responder; let everyone answer Masha the Rasteryasha’s question, after which the role of Masha the Rasteryasha passes to the next player in the chain. But then not everyone will actively participate in the game. You can combine approaches when, for example, a neighbor should answer first, and the rest can complement. Then Masha-Rasteryasha can evaluate the answers and choose the best one. And whoever gave the best answer becomes Masha the Confused - after all, it is known that “confusion” is contagious... Complication for teachers familiar with TRIZ:
Development of the game with a transition to the Ideal Final Result: the same as in the 1st or 2nd options, but after the proposed answers, Masha-Rasteryasha suddenly begins to speak like Emelya from the famous fairy tale: “And now, at the behest of the pike, according to my desire, I want (the function of the lost object to be performed itself, for example, the bread will be cut off by itself).
The others should suggest how to do it (for example, the bread is already pre-sliced to the bottom crust). Development of the game with the transition to contradictions:
the leader leads the children to a contradiction created: a) as a result of the promotion of IFR (for example, bread should be cut already in the store so that the buyer does not have to cut it and the bread should not be cut so as not to fall apart pieces are still in the store. Solution using the method of combining: sell bread in deep plates, tie it with a bow, wrap it in paper); b) as a result of discovering the shortcomings of the proposed solutions (for example, the fishing line must be sharp to cut bread, and must be blunt so as not to cut into fingers. The solution is by separating in space: the middle of the fishing line is sharp, and the ends are blunt, wrapped in a rag). Children can independently or with the help of a facilitator formulate and resolve contradictions, depending on their skills at this stage.
