Master class "TRIZ - technology as a means of development creativity preschoolers in the FEMP organization ”.

1. Introduction to the problem.

Dear colleagues! Today I bring to your attention a master class on the topic "TRIZ-technology as a means of developing the creative abilities of preschoolers in the organization of FEMP".

Preschool childhood is that special age when a child discovers the world for himself, when significant changes occur in all areas of his psyche (cognitive, emotional, volitional) and which are manifested in different types activities: communicative, cognitive, speech, artistic and aesthetic. This is the age when the ability to creatively solve problems arising in a child's life appears. At this age, not only all mental processes develop intensively, but a common foundation of abilities is laid.

Intellectually creative development children is one of the most difficult and urgent problems, to which many well-known researchers have paid great attention:

J. A. Comenius, J. J. Piaget, L. S. Vygotsky, L. A. Wenger.

Preschool age is the age of figurative forms of consciousness, and the main means that a child masters at this age are figurative means: sensory standards, various symbols and signs that are figurative in nature (models, schemes, plans, etc.). Naturally, the development of abilities develops primarily in the game.

What is TRIZ (Theory of Inventive Problem Solving)? ( Sl. 2)

"TRIZ is a controlled process of creating something new, combining accurate calculation, logic, intuition." "One should start teaching creativity as early as possible ..." ( w.3) This was the opinion of the founder of the theory, Genrikh Saulovich Altshuller and his followers. The use of elements of the theory of solving inventive problems in the development of preschoolers fundamentally changes the style of the teacher's work, liberates children, teaches them to think, and seek solutions to problems.

TRIZ - technology adapted to preschool age allows to educate and educate a child under the motto "Creativity in everything!"

(v. 4) Objectives of TRIZ

TRIZ for preschoolers is a system of collective games, activities, designed not to change the main program, but to maximize its effectiveness.

Implementation of innovative technologies in educational process A preschool educational institution is an important condition for achieving a new quality preschool education in the process of implementing the federal state educational standard.

One of the main tasks of preschool education is the mathematical development of the child. It is not limited to teaching a preschooler to count, measure and solve arithmetic problems. It is also the development of the ability to see, to think outside the box, to discover properties, relationships, dependencies in the surrounding world, the ability to “construct” them with objects, signs and words.

The assimilation of the program material most easily occurs in the game.

Games based on TRIZ technology, used in preschool educational institutions, for the formation mathematical representations, carry the child into fairy world by developing thinking and mathematical ability.

The following games are widely used:

Games for revealing over - system connections. (ver. 5

"Where does he live?" (from 3 years old).

Q: In which objects of our group does the rectangle live?

D: On the table, in the cupboards, on my shirt, on the floor (there is a drawing on the linoleum, in the heel.

Q: Where does the number 3 live?

D: In days of the week, in months of the year,

Q: Where does the number 5 live?

D: On birthdays, in the numbers of our houses, on the fingers, at the address of our kindergarten.

System Comparison Games

Spatial game "yes - no ka"

(with toys, geometric shapes)

Purpose: teaching mental action

1. Linear: with toys, geometric shapes. 5 (10, 20) toys are placed on the table.

Host: I thought of a toy, and you have to say - this is to the left (right) of the car (the car is in the middle).

2. Plane: object pictures are located on a sheet (table, board). Children mentally divide a sheet of paper in half vertically.

Host: I have a picture. Ask questions.

Children: Is it to the right (left) of the middle?

Then the children divide the sheet horizontally:

Is it to the left (right) of the TV?

Is it in the top half? (lower half)

In the middle group, more pictures, toys, numbers are used

"What I was - what I have become"(from 4 years old)

Q: Was the number 4 and became the number 5.

Q: How much do you need to add to get the number 5?

Q: There was number 5, and now it is 3.

Q: What needs to be done to get the number 3?

"Earlier - later"

(conducted from the 2nd junior group)

Game rule: The leader names a situation, and the children say what happened before, or what will happen after. Can be accompanied by a show.

Q: What part of the day is it now?

Q: What happened before?

Q: And before?

Q: And even earlier? While consolidating the concepts "today", "tomorrow", "yesterday" ...

Q: What day of the week is it today?

D: Tuesday.

Q: What day of the week was yesterday?

D: Monday.

Q: What day of the week will it be tomorrow? And the day after tomorrow?

When familiarizing yourself with the concepts of a lot, a little.

Q: This was a lot, but now it is not enough. What could it be?

D: There was a lot of snow, but it was not enough, because it melted in the spring.

Q: This was not enough, but it has become a lot. What could it be?

D: Toys, vegetables, in the garden ...

Games for combining the super-system and the subsystem of the object.

"Magic traffic light"

The rules of the game: At the "Magic Traffic Light" red means the object's subsystem, yellow - the system, green - the super-system. Any object is considered in this way. The object in question can hang (lie) in front of the child, or it can be removed after the show.

B: Number 6. Raises the yellow circle.

D: This figure is needed to solve problems, to count something.

The teacher summarizes: The number 6 serves as a unit of measurement.

The teacher raises a red circle.

D: The number 6 lives on in mathematics among other numbers. In puzzles, in examples. The educator summarizes: The number 6 really lives in modern arithmetic.

The teacher raises a green circle.

The teacher asks each child to portray his own example, or if this is the beginning of the year, then examines examples together with the children: 1 + 1 + 1 + 1 + 1 + 1; 2 + 2 + 2; 3 + 3; 5 + 1; 10-4.

When refining the concept of relativity of size

Q: It used to be small, but it has become big.

D: The man was a small child, but he became an adult and tall.

Q: It used to be big, but it has become small.

D: Candy, when eaten, becomes small; the plane, when it is standing next to it, seems very large, and when it flies away - it becomes smaller and smaller.

(w. 6,7) One of the varieties math games according to TRIZ technology are educational games with blocks Dienesh, chopsticks Kuisener, counting sticks, cubes and squares Nikitina, various puzzles.

Make 2 equal triangles with 5 sticks

Make 3 equal triangles with 7 sticks

Make 2 equal squares with 7 sticks

(w. 9) Puzzle games, or geometric constructors, have been known since time immemorial. The essence of the game is to recreate silhouettes of objects on a plane according to a model or design. In modern

such puzzle games are known to pedagogy: "Tangram", "Magic Circle", "Puzzle of Pythagoras", "Columbus Egg", "Vietnamese

game "," Heart "or" Leaf ". All games are united by a common goal, methods of action and result.

(w.10) Each game is a set of geometric shapes. Such a set is obtained in

as a result of dividing one geometric figure (for example, a square in the game "Tangram") into several parts. From any set, you can create abstract images of various configurations, patterns, geometric shapes. If the silhouette made by the player is interesting, new, original in character and solution, then this indicates the formation of the child's sensory processes, spatial representations, visual-figurative and logical thinking.

(w.12)

There are 2 apples and 3 pears on the table. How many vegetables are on the table?

The girl has 2 apples and 2 cherries on her dress. 1 apple and 1 cherry were eaten. How much is left?

There were 3 glasses of berries on the table. Vova ate 1 glass of berries and put it on the table. How many glasses are on the table (3)

The goose weighs 5 kg on one leg. How much will a goose weigh on two legs?

(w. 13)

You can also invite children to draw an object by painting on a geometric figure additional details... "What is round, oval, rectangular, etc."

Draw a girl, a hare, a robot, etc. from geometric shapes.

Lay out from ready-made geometric shapes- Christmas tree, fox, etc.

Bottom line.

So, today I have introduced you only to some of the TRIZ methods and techniques. I would very much like you to use TRIZ technology in your work, since it can be used to integrate various educational areas. To do this, I have prepared a set of games for the development of creative thinking.

In conclusion, I suggest you play with the fairy tale:

(w.14) "Teremok"

Game rules: Children are given various object pictures. One child (or caregiver) acts as a leader. Sits in the "house". Everyone who comes to the "teremok" will be able to get there only if he says how his object is similar to the object of the presenter or differs from it. The key words are: “Knock - knock. Who lives in the little house? "

(Sh. 15) The Course of the Game

Somewhere in a fairy forest

Where there are no paths and roads

Where dew is drunk from the flowers

Both the bee and the moth

There, under the old pine tree -

Small teremochek ...

There are carved windows in it,

Wonderful shutters - painted!

The house is full of rooms -

Nobody lives only in it ...

D: Knock knock. I am a triangle. Who lives in the house? Let me in to you.

Q: Let me go if you say what you are, a triangle is like me, a square.

D: We are geometric shapes. We have corners, sides. We make the world diverse.

D: Knock - knock. I am a circle. Let me in to you.

Q: Let's say, if you say what you are, the circle is different from us (triangle and square).

D: I have no sides or corners. But I can roll, and you cannot.

Note: The game can get more difficult. You can take objects various forms and children will also have to tell about the similarities and differences of objects.

From 2 to 10 people can take part in the game "Teremok". So that the players in the house do not get bored, work can be built in a chain. The one who has already been admitted to the teremok asks the next player who asks to enter the teremok and so on. During the game, tasks can be changed: ask for similarities, then for differences. Pictures must be used only at the first stage, then children can "keep" the object in their head.

The game can only be devoted to one particular topic. For example, only figures or numbers. Then, before the game, the teacher informs the children about this. Or if you take pictures, it selects the appropriate ones.

The "teremok" itself is, of course, conditional. It may be just a corner in the room, or it may be chairs placed for which all objects are ultimately assembled.

Thank you for your collaboration!

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"Master class" TRIZ technology as a means of developing the creative abilities of preschoolers in the organization of FEMP "."

Master Class

“TRIZ - technology as a means of developing the creative abilities of preschoolers in the organization of FEMP”.

MK DOU Pavlovsky d / s No. 10

Educator Rusanova O.I.

What is TRIZ?

TRIZ - it is a theory of inventive problem solving.

« TRIZ - it is a controlled process of creating something new, combining accurate calculation, logic, intuition. "

"One should start teaching creativity as early as possible ..."

This was the opinion of the founder of the theory, Genrikh Saulovich Altshuller and his followers.

Genrikh Saulovich Altshuller

15.10.1926 - 24.09.1998

Genrikh Saulovich Altshuller (pseudonym - Genrikh Altov) is the author of TRIZ-TRTS (the theory of solving inventive problems - the theory of the development of technical systems), the author of TRTL (the theory of the development of a creative personality), inventor, writer.

For the first time, his theory was talked about in 1956.

TRIZ is an engineering

discipline, but also used in pedagogy.

TRIZ goals- not just to develop the imagination of children, but to teach them to think systematically, with an understanding of the ongoing processes, to give educators a tool for concrete 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 little problems.

TRIZ for preschoolers Is a system of collective games, activities, designed not to change the main program, but to maximize its effectiveness.

Games based on TRIZ technology.

1 . Games for revealing over - system connections.

"Where does he live?" (from 3 years old).

2 . System Comparison Games

Spatial game "yes - no ka"

3 . Games for determining the line of development of an object

"What I was - what I have become"(from 4 years of age)

"Earlier - later"

4 . Games for combining the super-system and the subsystem of the object.

"Magic traffic light"

One of the varieties of mathematical games based on TRIZ technology are educational games with Dienesh blocks, Kuisener sticks, counting sticks, Nikitin's cubes and squares,

various puzzles.

Gienesh Blocks

Cuisener's sticks

So, widely known to everyone

the counting sticks are not

only counting material. With their help, you can in an accessible

the child's understanding of the form

introduce him to the beginnings

geometry. Using sticks as a unit of measurement, he selects and quantifies the elements of shapes, constructs and transforms simple and

complex shapes according to the conditions

recreates connections and relationships

between them.

Puzzle games, or geometric

designers have been known since time immemorial

times. The essence of the game is to

to recreate silhouettes of objects on the plane

by pattern or design. In modern

Pedagogy knows the following puzzle games:

Tangram, Magic Circle, Puzzle

Pythagoras "," Columbus egg "," Vietnamese

game "," Pentamino "," Heart "or" Leaf ".

All games are united by a common goal, ways

action and result.

Each game is a set

geometric shapes. Such a set is obtained in

the result of dividing one geometric figure

(for example, a square in the game "Tangram")

into several parts. From any

set you can compose abstract

images of diverse

configurations, patterns, geometric

figures. If a silhouette made up

playing, interesting, new, original

by nature and decision, it is

indicates the formation

the child has sensory processes,

spatial representations,

visual-figurative and logical

thinking.

In the classroom for the formation of elementary mathematical concepts in children, you can use tasks - jokes, riddles, which contribute to the development of logical thinking, observation, resourcefulness, speed of reaction, the formation of search approaches to solving any problem.

There are 2 apples and 3 pears on the table. How many vegetables are on the table?

The girl has 2 apples and 2 cherries on her dress. 1 apple and 1 cherry were eaten. How much is left?

There were 3 glasses of berries on the table. Vova ate 1 glass of berries and put it on the table. How many glasses are on the table (3)

The goose weighs 5 kg on one leg. How much will a goose weigh on two legs?

You can also use the painting technique. Children must finish drawing an element of a figure or number. Then you might ask what does it look like?

You can also invite children to draw an object by painting additional details on the geometric figure. "What is round, oval, rectangular, etc."

Draw a girl, a hare, a robot, etc. from geometric shapes.

"Teremok"

(On fixing geometric shapes).

Rules of the game: Children are given various object pictures. One child (or caregiver) acts as a leader. Sits in the "house". Everyone who comes to the "teremok" will be able to get there only if he says how his object is similar to the object of the presenter or differs from it. The key words are: “Knock - knock. Who lives in the little house? "

The modern world with its rapidly developing technologies, a huge flow of information and news requires a person to comprehend events, develop correct decisions and their practical application in an accelerated time frame. It is necessary to teach this from childhood. Children 3–6 years old will be helped to master these difficult skills by the TRIZ technology adapted to preschool age - a system of games, exercises and activities aimed at improving their creativity, imagination, and out-of-the-box thinking. Moreover, all these qualities are designed to help children not only develop creatively, but also apply their talents in practical activities.

The purpose and significance of TRIZ technology in preschool institutions

TRIZ, or the theory of inventive problem solving, has now become a very popular technology in preschool pedagogy. Its author is Genrikh Saulovich Altshuller, inventor, science fiction writer, founder of the world's first TRIZ study center - the School of a Young Inventor.

Initially, TRIZ was developed as a tool for improving the thinking of inventors based on the development of creative abilities, equipping them with knowledge about the laws and rules of the development of technical systems (objects created by human hands), relying on the centuries-old experience of invention with all its successes and mistakes. Moreover, this thinking had to give not only correct, but also quick results. This, according to G. Altshuller himself, was demanded by the scientific and technological revolution, the pace of which is accelerating, and the tasks put forward are becoming more and more complex.

It is natural that TRIZ took root in preschool pedagogy, transformed taking into account age characteristics little inventors and is actively used in practice. After all, regardless of who the child will become in the future, a “techie” or a “humanist”, speed and correctness in making decisions in modern life will definitely come in handy.

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

G. S. Altshuller

Heinrich Altshuller was convinced of the genius of childhood and took care of the fate of future generations

What ideas of Heinrich Altshuller can be applied in preschool pedagogy? First of all, this is his idea of ​​\ u200b \ u200bthe creative and intellectual abilities of a person, and their role in solving the problems of invention:

• Creativity is not a chaotic process, but scientifically based. Trial and error is an outdated creative technique. Modern, active thinking man in its transformation of the world relies on the knowledge of its systems, that is, objects and objects, and the relationships between them.
• Solving the problem, you need to set a goal (ideal result) and strive to achieve it.
• To approach the ideal result, you should make the most of all available material and energy resources.
• To change (improve) the system, you need to know what laws it develops, what it was in the past and will become in the future.
• Invention is about resolving contradictions. As applied to preschoolers, “invention” can mean interesting ideas, ways of exploring the world, reflection of impressions about the environment in various activities: visual, theatrical, verbal. The main thing is that this is new for the baby himself and is the result of his mental and volitional efforts.

The use of TRIZ technology makes it possible to fulfill the requirements of the Federal State Standard, which focuses on the need to create conditions for the development of thinking, speech, imagination and creativity of pupils.

Children will have to live in a complex and unpredictable world of the future, so now they should be armed with all possible means to understand and transform this world for the benefit of all mankind.

The purpose of using TRIZ technology in a preschool institution is to form in children the skills to independently search for optimal solutions based on knowledge and ideas about systems (objects and objects) of the surrounding world. Since TRIZ relies on experience and information reproduction, it is better to use this technology in middle and senior preschool age, when children begin to develop such thought processes as long-term memory, voluntary attention, the ability to evaluate events, things, to determine their usefulness or, conversely, uselessness. But even with children 3-4 years old, you can conduct games and exercises aimed at developing non-standard, creative thinking, which will become the basis for solving more complex problems.

TRIZ cannot be called a purely heuristic technology, since it has pragmatic (practice-based) features: focus on results, use of maximum resources to obtain practical benefits, reliance on the experience of practitioners. But the genius of G. Altshuller lies in the fact that he managed to combine in his theory the creative and pragmatic principles, to put fantasy and imagination at the service of society. This is the difference between TRIZ and other similar methods, which had no intention of obtaining a quick and high-quality result.

• Use of TRIZ in kindergarten helps to solve such educational tasks:
• The development of flexibility and eccentricity of the child's thinking, the formation of a comprehensive intelligence, the ability to quickly and efficiently perform mental operations.
• Improvement of speech, the ability to clearly, coherently, reasonably express their thoughts, boldly speak in front of the audience.
• Assistance in the formation of a free personality, liberated in creative manifestations, diverse and creative in the search for solutions to the task and ways to translate them into reality.
• Fostering respect for oneself and others, the ability to defend one's own interests not to the detriment of public ones.

Sequence of work on a problem using TRIZ technology

In classical TRIZ, there is a clear system of sequential steps aimed at solving a problem. For preschool pedagogy, they will be transformed into a chain of methodological techniques.

Table: the stages of solving the problem and the techniques used in them

Problem solving stage	Techniques used in the preschool educational institution
Inventive situation	Statement of a problem situation, it can be voiced by both the teacher and the character (in an audio recording, a letter, a riddle); the arrival of a fairy-tale hero, a character of your favorite works with a request for help; the discovery of a mysterious object, premise, picture, the examination of which leads to the formulation of a problem.
Inventive task	Educator's question; explanations; asking children what, in their opinion, the task needs to be completed in order to solve the problem.
Inventive problem model	Simulation of the situation (reproduction using visual aids); discussion; appeal to the experience of children: did they encounter such difficulties, how did they cope with them.
The perfect solution	Polylogue (general statements); discussion; search for analogies and similarities; appeal to the opinion of children: what would be the best solution to the problem.
Physical and technical solution. Search for a key contradiction. (What and how can you really do, what hinders this, how to fix it?)	Making proposals; joint discussion; educator's advice; reliance on the life experience of children.
Analysis	Reflection: what you liked, remembered, surprised, pleased; questions for children.
At all stages are used	Artistic word, small folklore forms; surprise and playful moments; visual aids (drawings, models, objects, diagrams).

Coming to a solution together is one of the useful skills that TRIZ forms

When working with preschoolers, the ideal and physical solution may coincide, which practically does not happen in life. But childhood is a time of miracles and joy, so almost all problem situations end, as expected, with excellent results. The exception is such specially selected situations, the incomplete compliance of which with the ideal serves as a pretext for moral conversation, moral conclusions.

For example, an evil Wolf fell ill in the forest in winter. The best solution: give him raspberry tea as soon as possible. Where to get berries for medicinal tea? Squirrel could have given them, but she is offended by the Wolf, who took away a basket of raspberries from her in the summer. After the Wolf promises to improve and asks for forgiveness, Squirrel shares raspberries. Moral assessment of the situation: if the Wolf were not angry and did not offend the animals in the forest, he would have received the medicine much faster, he would not be so ashamed.

Methods for the development of creativity and imagination used in preschool educational institutions

Originally under TRIZ technology for preschool institutions meant a set of exercises and games in which it was necessary to find a solution to the problem and come to a result as close to the ideal as possible. But there are not very many such tasks, and in order to diversify the technology, it was enriched with heuristic (search) methods that are related in meaning and idea. They all perform the same tasks:

• Develop imagination, thinking outside the box.
• They reveal the individual abilities and talents of each child and teach them how to use them for the general benefit.
• They teach to communicate, discuss a situation or problem, find the right solution and rejoice at the result together.
• They teach not to be afraid to express their opinion, because sometimes the strangest and most unusual decision is the only correct one.
• Stimulates independent intellectual and creative activity.
• Foster courage, camaraderie, interest in cognitive activities, curiosity and inquisitiveness.

Olga Sitnikova
Master class “TRIZ Games in mathematical development senior preschoolers "

MADOU "Kindergarten combined type No. 1

Shebekino "

Master Class«».

Prepared: Sitnikova Olga Nikolaevna,

educator

Target: increasing the competence of teachers when interacting with elements TRIZ, aimed at .

Tasks:

To acquaint teachers with the methods, techniques and rules of games TRIZ, aimed at development of elementary mathematical concepts;

Improve the skills of using play equipment; - Call from participants master-class interest in games TRIZ. - Develop creative activity of the teaching staff.

Introduction to the problem.

Dear colleagues! Today I bring to your attention master class on« TRIZ Games in Mathematical Development of Senior Preschoolers»

What is TRIZ(theory of inventive problem solving)

« TRIZ Is a controlled process of creating something new, combining accurate calculation, logic, intuition. " "One should start teaching creativity as early as possible ..." This was the opinion of the founder of the theory, Genrikh Saulovich Altshuller and his followers. Application of elements of the theory of solving inventive problems in preschool development radically changes the style of work of the educator, liberates children, teaches them to think, look for solutions to problems.

Goals TRIZ is not just to develop the imagination of children, but to teach them to think systematically, with an understanding of the ongoing processes, to give educators a tool for concrete 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 little problems.

TRIZ for preschoolers Is a system of collective games, activities, designed not to change the main program, but to maximize its effectiveness.

The introduction of innovative technologies into the educational process is an important condition for achieving a new quality preschool education in the process of implementing the federal state educational standard.

I would like to bring to your attention the following TRIZ games used by me on mathematics: "What I was, what I have become"

"Earlier - later"

"Where does he live?"

"The game "Yes - no - ka"... Didactic games with Llull's circles.

I invite you to become children for a while and play with me in these games.

The first game to identify suprasystemic connections.

"Where does he live?"

Target: to teach children to establish the relationship of objects of geometric shapes and numbers, to activate the dictionary.

I will ask questions, and you will answer them in turn.

Educator: In which objects of our group does the rectangle live?

Children: On the table, in cupboards, on my shirt, on the floor (linoleum has a drawing, in heels, etc.)

Educator: Where does the number 3 live?

Children: In days of the week, in months of the year,

Educator: Where does the number 5 live?

Children: On birthdays, in the numbers of our houses, on the fingers, at the address of our kindergarten, etc.

Well done, you answered the questions correctly.

I want to introduce you to the game "Yes - no - ka" to compare systems. There are many variations of this games, but today I would like to focus on two options, this is a game "Yes - no - ka" on the plane and "Yes - no - ka" using numbers.

The game "Yes - no - ka"

(with numbers)

Target: teaching mental action; to consolidate the ability to count within 10; exercise in comparing adjacent numbers within 10.

Game progress:

First, in the game, I use a number tape to visualize the digital series, later to complicate things without it.

You need to guess the number that I am guessing by asking questions.

I will answer these questions in words: Yes or no.

for instance: figure is hidden.

Questions to the presenter:

Children: Is this figure greater than 5? Educator: Not.

Children: Is this figure less than 5? Educator: Yes.

Children: Is this figure less than 3? Educator: Yes.

Children: Is it in front of the number 2? Educator: Yes.

"Yes - no - ka" (with geometric shapes) on surface.

Target: teach to carry out visual-mental analysis of the way the figures are located; to consolidate the ability to navigate the plane.

This type of game can unfold on a horizontal and vertical plane. The horizontal plane is usually a table; vertical - board. Objects for games both volumetric objects and pictures of any content can serve.

In games on a plane, there are uniform regulations:

An object located on a plane that must be found is guessed;

Ask questions without listing objects, but use words that indicate its location on a plane.

for instance:

Children: Is this figure located in the upper corner?

Educator: Not.

Children: Is this figure in the center?

Educator: Not.

Children: Is this figure located in the bottom corner?

Educator: Yes.

Children: Is this shape located in the lower left corner?

Educator: Yes.

Children: Is this figure round?

Educator: Not.

Children: Is this figure triangular?

Educator: Yes.

This game can be played as a team or individually, with the result games is a guessed figure or geometric figure with the least number of questions asked.

Games to define the line object development.

The next game I want to play with you is

"What I was - what I have become"

Target: exercise in increasing or decreasing numbers.

Educator: Was the number 4 and became the number 5.

Educator: How much do you need to add to get the number 5?

Using numbers and signs from mathematical set, lay out the solution of this example in front of you.

Children: 4+1=5

Educator: There was number 5, and now it is 3.

Educator: What needs to be done to get the number 3? Also lay out the solution of this example in front of you.

Children: 5-2=3

"Earlier - later"

Target: to consolidate knowledge of parts of the day, days of the week and time periods.

At the first acquaintance of children with this game, it can be accompanied by a show.

I name a situation, and you answer what happened before, or what will happen after, and show the corresponding picture.

Educator: What part of the day is it now?

Children: Day.

Educator: What happened before?

Children: Morning.

Educator: And before?

Children: Night.

Educator: And even earlier?

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 be tomorrow?

Children: Wednesday.

Educator: And the day after tomorrow?

Children: Thursday.

And now I want to introduce you to didactic tool "Lull's Rings". Target: Teach children to compose addition and subtraction problems; classify and establish relationships between an object, its quantity and shape; expand and activate vocabulary through nouns, adjectives, verbs; develop logical thinking , imagination.

Content: the device consists of several circles of different diameters strung on a common rod (like a pyramid)... An arrow is installed at the top of the rod. The circles are mobile. They are all divided into the same number of sectors. Pictures or signs are attached to the sectors. When the circles rotate freely, certain sectors appear under the arrow. Children of the seventh year of life are used three or four circles with 8 or 9 sectors on each. The game can be played outside of class as play exercises (individually or with a subgroup of children).

The game can consist of two parts: 1) clarification of existing knowledge in certain areas (real assignment); 2) exercises on development of imagination("Fantastic" exercise).

Didactic game "Writing tasks"

Target: to consolidate the ability to compose and solve arithmetic problems.

Educator: On the bottom ring there are object pictures. Name what is depicted on them. Children: Ball, car, doll, cube, pyramid, matryoshka, size, book, ball. Educator: On the middle ring there are numbers 1 or 2 with a sign for addition or subtraction, and on the top ring there are numbers from 1 to 9. Using the arrow and moving the rings, it is necessary to determine which problem will be made up. For example, the arrow shows: ball, +1, 6. You are making an addition problem about balls. “Masha had 6 balls. Dad bought another one. How many balls did Masha have? " Children: Masha has 7 balls.

Educator: children, compose the problem yourself.

Didactic game "Who are the neighbors"

Target: learn to name the next and previous numbers.

On three rings there are numbers from 1 to 9. You need to select the number on the middle ring with the arrow and use the numbers on the upper and lower rings to find "Neighbors" this number. For example, the number is 5, and its neighbors are 4 and 6. Educator: Number 7. Children: "Neighbours" numbers 7, 6 and 8.

Didactic game "Find the shapes"

Target: develop in children, geometric vigilance, to consolidate the ability to determine what shapes an object consists of.

The lower ring contains images of objects (a house, a snowman, a car, a tumbler, a cart, a pyramid, balls, a bucket, which consist of geometric figures. And on the middle and upper rings there are separate geometric figures. Use the arrow to select an image of an object, then combine with him are the geometric shapes on the middle and upper ring, of which the the subject. Educator: What geometric shapes does the house consist of? Children: The house consists of a square and a triangle.

Reflection

Today I only introduced you to a few TRIZ methods and techniques... Please share your impressions.

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Thank you all for your attention!

Modern parents and teachers set themselves the task of developing a child in the first place creatively. Great attention is paid to the development of such abilities. Therefore, one can often find educators who use TRIZ for preschoolers in their educational programs. The games and tasks on which this system is based contribute to the development of active thinking, and also make the process of creative personality formation much more exciting for both the child and the adult.

What is TRIZ?

TRIZ is an abbreviation that stands for "Theory of Inventive Problem Solving". Like any other theory, it has its own structure, functions and algorithm. Many parents use TRIZ elements in their own without even knowing it.

TRIZ for preschoolers is a program that does not pretend to replace the main one. It is designed to enhance the effectiveness of existing teaching methods.

Many games are familiar to mothers and caregivers, but when training and development are systematic, it is easier for a child to acquire new skills and abilities. Therefore, those who are interested in the formation of a harmonious creative personality of a child should familiarize themselves with TRIZ for preschoolers. This is not only useful, but also very interesting.

At the origins of the theory

The theory of inventive problem solving is one of the most unique methods for child development. Its founder in 1956 was G. S. Altshuller, a Soviet engineer. He believes that anyone can learn to invent, and for this you do not need to have an innate talent.

Heinrich Saulovich himself invented from childhood and already at the age of 17 had an inventor's certificate. In addition, he was also a science fiction writer, among whose works are the famous "Icarus and Daedalus", "Ballad of the Stars", "Legends of Star Captains" and many others.

Situation today

To date, several developmental centers have been created, which are based on the classical TRIZ methodology for preschoolers. But gradually, as they work, they add new sections.

It is noteworthy that many methods of the theory of solving inventive problems are gradually being introduced into the system of classical preschool education in order to develop

The essence of the technique

TRIZ for preschoolers is a class in which a child rejoices at his first creative discoveries. Here, children have no time to get bored, because during the training they use dialogues, live communication, discussions.

Educators who adhere to the development of TRIZ for preschoolers, first of all, pay attention to curious things. At the same time, they suggest looking at interesting event or an object from different sides. Find something good, then bad. If the object under study allows, then you can conduct interesting experiments, but at the same time not explain to the child why this particular result was obtained.

All this develops in the child curiosity and interest in new discoveries. As the founder of this method himself said: "TRIZ is a controlled process of creating something new, combining accurate calculation, logic, intuition."

The purpose of TRIZ (games for preschoolers) is not just to develop imagination, but to teach a child to be creative in solving a particular problem.

Basic methods and techniques of TRIZ

To organize the correct research process with children, an educator or parent must have a good understanding and use of various methods and techniques that are used in TRIZ.

The main ones are the following.

1. Brainstorm. In the process of this lesson, an inventive problem is posed to the children. Students, in turn, try to find various ways to solve it by looking over resources. Every effort must be made to find the perfect solution.
2. Each proposed solution is assessed from the standpoint of "what is good, what is bad". From all that is available, the optimal one is selected.
3. This method develops the child's ability to analyze, has a stimulating effect on creative activity in search of new answers, shows that any problem can be solved.
4. "Yes, no," is a kind of game that allows children to learn to highlight the main feature of an object, classify things according to general indicators, and also be attentive to the statements of other children, build their proposals on the basis of their answers. This TRIZ method plays an important role in the development of speech of preschoolers.
5. Synectics is a method of analogies. It is subdivided into several directions: empathy, direct analogy and fantastic. In the first case, children are given the opportunity to be as an object of a problem situation. In direct analogy, the child is looking for similar processes in other areas. A fantastic analogy is responsible for everything that is beyond reality, and here you can offer the most incredible ways out of a difficult situation.
6. is necessary in order to check all the options for solving the problem that could have been missed in the course of a regular listing.
7. The method of focal objects consists in trying to substitute the properties and characteristics of something that does not suit it at all (at first glance) to a certain phenomenon or object.
8. Robinson's method will teach preschoolers to look for use in any, even completely unnecessary, at first glance, objects.

What goals are set in the course of classes?

TRIZ technology for preschoolers has many more different teaching methods and techniques that are used in the development of children. For example, agglutination, hyperbolization, accentuation and others. All this makes it possible to conduct training in a fun way, different from the lessons. Such methods provide a solid assimilation and systematization of the information received by children.

During such classes, the child's thinking is stimulated, as well as the all-round development of the creative personality with the help of children's imagination and fantasy.

The fact is that in modern society people are needed who are able to think outside the box, find and propose bold solutions, who are not afraid to do something different from everyone else. TRIZ for preschoolers is dedicated to this. Classes are structured in such a way that children can easily assimilate the proposed material thanks to well-structured research activities.

Stages of the classes

In each lesson, there are several stages of work. Each of them has its own specific purpose.

1. At the first stage, the child learns to detect and distinguish between the inconsistencies and contradictions that surround us in ordinary life... What do trees and grass have in common? What do paper and tree bark have in common?
2. The second stage teaches the child to show imagination and ingenuity in solving the assigned tasks. For example, come up with a toy that you would like to play constantly so that you never get bored.
3. At the third stage, the children are given fabulous tasks and the opportunity to compose their own stories. At the same time, it is necessary to use TRIZ techniques for preschoolers.
4. The fourth stage enables children to apply new knowledge for non-standard problem solving.

Two main rules of TRIZ training

There are rules that will make the process as efficient as possible.

1. At each stage of the lesson, children are offered objects, phenomena from areas that are understandable: "I and nature," "I and I," "I and another person," "I and an object." This helps the child to more easily assimilate the contradictions of the world around him.
2. All TRIZ lessons for preschoolers are held in game form... Moreover, each game, each task must be accompanied by visual material.

Interaction between caregiver and child

During TRIZ (games for preschoolers), communication between children and adults should be based on certain principles:

• When children answer them, you need to listen to them carefully, admire the new idea.
• Lack of negative assessments and criticism of the child.
• Habitual evaluative words are replaced and diluted with synonyms, for example, to use not the word "correctly", but the words "wonderful", "great", "interesting solution", "unusual approach".
• To support the child when he wants to object to an adult, not to suppress these attempts, on the contrary, to teach to prove, to object, to argue, to defend his point of view.
• Do not be afraid of mistakes, but use them in order to look at the solution to the problem from the other side.
• Communication between children and the caregiver should be accompanied only by positive impressions: the joy of a new discovery, creativity, awareness of their own significance.
• Motivating the child to Active participation in games and activities.

What games are there in TRIZ

Naturally, in the classroom, the teacher actively uses TRIZ games for preschoolers. The file of this technique is very diverse. Let's consider some examples of typical games for the theory of inventive problem solving.

1. "Yes, no." An adult comes up with a word. The child is required to ask leading questions. In this case, the one who conceives the word can only answer a monosyllabic "yes" or "no" until the correct answer is received.
2. "Black and white". An adult shows children a card with a picture of an object white... Children should name all the positive qualities of this object. Then a card is shown with the same object, only in black. This time it is necessary to name all the negative features.
3. "Shifters". You need a ball to play. An adult throws a ball to the kid and says a word, and the child comes up with a word that has the opposite meaning, and throws the ball back.
4. "Masha the confused". For the game, you will need cards with the image of various objects. "Masha" is selected. She pulls out a card and says, "Oops!" One of the players asks her a question: "What's wrong with you?" She looks at the image on the card and answers: "I have lost what is depicted (for example, scissors). How am I going to do the applique now?" Others have to offer different variants way out of this situation. "Masha the confused" chooses the best answer and gives a coin. At the end of the game, the number of coins is counted and the winner is determined.