Triz in the mathematical development of the child. The use of triz for the formation of elementary mathematical concepts in preschool children. View the contents of the document "master class" triz technology as a means of developing creative abilities

One of the main goals of preschool education is the child’s mathematical development. It does not indicate that at this stage the child must specifically master any specific knowledge. Mathematical development of a preschooler should provide the opportunity to think outside the box and discover new dependent connections. A special role in this type of activity is given to TRIZ technology (the theory of solving inventive problems). The introduction of innovative technologies into the educational process of preschool educational institutions is an important condition for achieving a new quality of preschool education in the process of implementing the Federal State Educational Standard.
Game is the leading form of educational activities in preschool institutions. Games using TRIZ technology captivate a child into the world of knowledge and, unnoticed by him, develop thinking, the ability to find non-standard solutions, and ingenuity.
The following games are widely used in classes to develop elementary mathematical concepts:
- “Which number is lost?”
- “Where do we meet this number in life?”
- “Where do we meet these lines?”
- “Where are the geometric shapes hidden?”
- "Puzzle Games"
Games using game material:
(counting sticks)
- “Measure the length of the object”;
- “Lay out a pattern”;
- “Construction of objects according to instructions”;
- (cubes)
- “Comparison of objects by the number of cubes...”;
- “construction of facilities.”
Thanks to such games, the child trains in memorizing colors, develops intelligence, and establishes friendly relationships in the team. The gradual complication of tasks allows each child to move forward on his own individual route.
The use of games using TRIZ technology develops spatial concepts, imagination, thinking, combinatorial abilities, intelligence, ingenuity, resourcefulness, focus in solving practical problems, and contributes to the successful preparation of children for school. Children are attracted to games by the fun, freedom of action, and obedience to rules, the opportunity to show creativity and imagination.
Using games using TRIZ technology in our work in classes on the formation of elementary mathematical concepts in preschoolers, we can conclude that a preschooler, having mastered the skills to understand a task, quickly navigates them, knows how to make an independent decision, successfully copes with a lot of creative tasks, and easily adapts to school regardless of the educational system. He has a high level of cognitive activity, well-developed speech, pronounced creative abilities, and a developed imagination. He knows how and wants to learn on his own.
I present my experience in compiling lesson notes using the structure of a creative lesson:
Block 1. Motivation (surprise, surprise).
Block 2. Content of the lesson (1).
Block 3. Psychological relief.
Block 4. Puzzle.
Block 5. Intellectual warm-up.
Block 6. Content of the lesson (2).
Block 7. Summary.

GCD for FEMP in the preparatory group using TRIZ technologies
Author of the lesson: S. M. Ovchinnikova, teacher of the preschool educational institution Fomichevsky kindergarten

Lesson notes developed according to the “Kindergarten 2100” program
Subject: "We play and count"
Type of lesson: application of mathematical knowledge in directed gaming activities
Equipment: numbers and number model, models of mushrooms: fly agaric and boletus, toys of domestic and wild animals, geometric shapes and bodies.
Program content:
- promote the development of creative abilities, analytical, associative thinking, imagination, positive communication skills;
- continue to teach children ordinal and quantitative counting within 10, teach them to navigate a series of numbers up to 10;
- classify objects according to three characteristics (color, shape, size), perform practical actions in dividing the whole into parts and record them in mathematical cards;
- adequately evaluate yourself and your comrades; - cultivate a desire to help each other and overcome difficulties together.

Progress of the lesson

Block 1. Motivation (surprise, surprise)
Children enter the group and greet the teacher and each other. Educator: Guys, look at each other and smile, we are in a good mood, let’s get ready to travel to the country of Mathematics. Smart, literate, erudite people live in this country. This means that we need to take with us intelligence, ingenuity, resourcefulness and friendship to help friends in difficulties, as well as numbers, geometric figures, and math cards.
A riddle will tell us where we will go:
It is big, thick, green,
Represents the whole house
Birds will also find shelter in it.
Bunnies, wolves and martens. (Forest)
Yes, you can get to the country of mathematics through the forest, overcoming obstacles. Let's hit the road!
- Oh! But what happened? Guys, we are in a commotion, the numbers have all disappeared, the geometric figures and bodies have hidden, the math cards have all run away. The forest king hid them in his domain.
- What should we do?
- We need to go on a trip.
While traveling through the forest, we must return everything that belongs to mathematics that the forest king stole. And in order to cope with all the difficulties, you and I must be friendly, responsive, and attentive. I really hope that we will be honest and fair to ourselves and to our comrades. The chips will speak about our merits in the journey (red - everything worked out, blue - we encountered some difficulties, but we managed to overcome them, yellow - “it didn’t work out for me, please help”). I really hope that we will be honest and fair to ourselves and to our comrades.
Block 2. Content part
Educator: First we will go into the dense forest. So what's here?
Look, there is a real mess here. The stolen numbers have lost their place, and are screaming and squeaking, help them get into line in order.
Group work: 1st subgroup - children put numbers in one row on a magnetic board, 2nd subgroup - model numbers in order from 1 to 7 in another row and notice that the number and number 4 are missing.
- What did you notice? (no number 4 model, number 4)
- The forest king will give this number back if you tell him where the number 4 is found in life? (4 legs for a table, chair, 4 corners, 4 legs for animals)
- Counting forward and backward
- Name all numbers greater than 5.
- Name all numbers less than 6.
- What number is between 3 and 5?
- Which number is to the right of 3.
- Which number is to the left of 7.
- Who are 4’s neighbors?
- What happens to the numbers when you move to the right along the number track?
- What happens to them when they move to the left?
You have successfully completed task No. 1 of the forest king and returned the numbers.
Collectively evaluate the work of each travel participant with a chip and start accumulating chips.
Block 3. Psychological relief. Did you manage? Ready to continue your journey? Then let's take each other by the shoulders, feel the warmth, friendship, strength, support of each other. The fairy tale will soon be told, but the deed will not be done soon. Well, now we're ready, it's time to hit the road again. Go. Fizminutka: We go, we go, we go. To distant lands, Good neighbors, happy friends, We live happily, We sing songs, and in the song we sing
About how we live.
Block 4. Puzzle
Educator: Guys, let's continue our journey. Our trials are not over. We go further to the domain of the Forest King. He hid the inhabitants of the land of geometry in his possessions. Let's try to return them to mathematics. (In a forest clearing there are geometric figures, bodies and objects in which geometric figures and bodies can be seen). You must make a chain in the same way, which consists of an object, a geometric figure that can be seen in the object and a body that occurs in it (for example: a drum - a cylinder, a circle, a house - a triangle, a rectangle, a pyramid).
- How many geometric shapes and bodies are there?
- 5.
- When they are together, what do we call them? (whole)
- Can this whole be divided into parts?
Children divide the whole into parts: geometric shapes and bodies.
- What can you tell me? (the whole 5 consists of parts - 3 bodies and 2 geometric figures)
- Can these figures and bodies still be divided into parts?
- Yes, you can, according to size. 1 - large and 4 - small.
- Now the Forest King returns you geometric shapes and bodies. You have successfully completed this test and returned the geometric inhabitants to the country of Mathematics.
Individually evaluate the result of your work with chips.
Block 5. Intellectual warm-up. Educator: Now we have arrived in the animal kingdom. In the clearing (path) there are domestic and wild animals (fish among them).
-Who did we meet? (inhabitants of nature)
- Find the answer to my questions among these inhabitants and explain the answer.
- Who is the odd one out here? Why?
- Fish, because it lives in water, and the rest live on land.
- How many legs do all the wild animals present here have?
- 8 (goat, bear)
- How many inhabitants are there in total?
- 6.
- How many tails do they have?
- 6.
- How many ears do they have?
- 10, since fish have no ears.
- How many legs?
- To return them to mathematics, we must line them up one after another in size, starting from large to small (horse, goat, calf, hare, dog, fish).
- Who comes third?
- What number is the horse?...
- How many animals will come to mathematics?
- Thank you.
Why are animals used in mathematics? (to make up mathematical stories about them and solve problems)
- Can these animals be divided into parts? (wild and domestic)
Make up a mathematical story with the words “was”, “ran away”, “remained”.
Let's fill out the math card:
- What is known? (part, whole)
- What are the animals that ran away? (part of)
- What do you need to know? (Part)
- How do we find the unknown part? (To find an unknown part, you need to remove the known part from the whole)
- How many animals are left? (4)
Block 6. Content of the lesson
- We go to the thicket of the forest, where they grow, guess what?
Mystery:
He stands among the grass
In a hat, but without a head.
He has one leg
And even she without a boot. (Mushroom)
- What mushrooms grow in the thicket of the forest? (boletus and fly agarics)
- Which of them can you eat?
- What can fly agaric be used for? (for medical purposes, to combat flies and insects)
- Let's collect boletus for the boys, and fly agaric for the girls.
- Compare the number of butter mushrooms and the number of fly agaric mushrooms?
- What needs to be done to compare the quantities of items? (make a pair).
- What can you say about mushrooms? (there are 1 more fly agarics, because 1 fly agaric pair was not enough).
- How to make them equally?
- Let's return to mathematics the rule that helps to compare objects, let's say it.
- Thank you!
Block 7. Summary
- What good deeds did we do in class?
- What did you learn during the trip? - Did we succeed?
- Look at the chips you earned and analyze your work in class.
- Guys, thanks to our hard work, we managed to return its inhabitants to the country of Mathematics? (numbers and number model, ordinal and quantitative counting, geometric solids and figures, rule for comparing two numbers, tasks).
- And the Forest King thanks you for your good work, perseverance, friendship and offers to pull a surprise out of the magic box.

1. Utemov V.V., Zinovkina M.M., Gorev P.M. Pedagogy of creativity: Applied course of scientific creativity: textbook. - Kirov: ANOO "Interregional CITO", 2013. - 212 p.
2. A child in kindergarten: an illustrated methodological magazine for preschool teachers. - 2013. - No. 2.

Leading psychologists (A.V. Zaporozhets, V.V. Davydov, G.I. Minskaya, N.N. Poddyakov) believe that the thinking of preschoolers is distinguished by the following:

Close interaction of three forms of thinking (visual-effective, visual-figurative, logical).

The dependence of thinking on the level of development of its more elementary forms.

The formation of logical thinking in a child is associated with the development of mental operations. In older preschool age, they develop intensively and begin to act as methods of mental activity.

To develop mental operations in children, it is advisable to use games and game exercises using TRIZ technology, since they:

They learn to analyze the relationships between concepts;

They learn to combine different actions into one whole, finding something in common in the combinations;

Develop and activate comparison and combination skills;

They learn to generalize.

Trizov’s concept is based on the position of L.S. Vygotsky that a preschooler accepts the curriculum to the extent that it becomes his own.

This system of games and game exercises uses methods and techniques developed by M.V. Lomonosov, Wed. Kunz, C. Whiting, and some methods adapted to work with children by A.M. Strauning.

We have identified the following principles for building a work system:

The principle of game implementation of assigned tasks;

The principle of systematic and consistent complication of the proposed material.

When compiling a system of games and play exercises to develop the logical thinking of children of the 7th year of life, we focused on:

The significance of forms of thinking (visual-effective, visual-figurative, logical) and their simultaneous development;

Kindergarten program;

Psychological and age characteristics of children in this group;

This system of games and play exercises is designed taking into account the level of development of children, their age and individual characteristics. A subject-based developmental environment is organized where the skills acquired through games are consolidated and the cognitive interests of children are stimulated.

The purpose of the system of games and game exercises is to develop logical thinking in children of senior preschool age.

The goal of the system is to develop logical thinking and increase children’s cognitive interest.

Games are played for children outside and during classes.

Forms of work: group and individual.

To conduct gaming exercises and games, various visual materials are used, such as:

Cards, subject and subject pictures, toys, “Ring of Lull”, “Propp’s Cards”, “Morphological Table”, etc.

During games, you need to encourage the child. If something doesn’t work out, convince him that it’s not scary, that it will definitely work out next time.

It is clear that everyone has a different perception: some need re-clarification of the material, its processing. And parents can help with this.

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GAMES AND GAME EXERCISES

USING TRIZ TECHNOLOGY

TO DEVELOP LOGICAL THINKING

IN CHILDREN OF SENIOR PRESCHOOL AGE

Nikolaeva Elizaveta Danilovna

Introduction

Leading psychologists (A.V. Zaporozhets, V.V. Davydov, G.I. Minskaya, N.N. Poddyakov) believe that the thinking of preschoolers is distinguished by the following:

Close interaction of three forms of thinking (visual-effective, visual-figurative, logical).

The dependence of thinking on the level of development of its more elementary forms.

The formation of logical thinking in a child is associated with the development of mental operations. In older preschool age, they develop intensively and begin to act as methods of mental activity.

To develop mental operations in children, it is advisable to use games and game exercises using TRIZ technology, since they:

They learn to analyze the relationships between concepts;

They learn to combine different actions into one whole, finding something in common in the combinations;

Develop and activate comparison and combination skills;

They learn to generalize.

Trizov’s concept is based on the position of L.S. Vygotsky that a preschooler accepts the curriculum to the extent that it becomes his own.

This system of games and game exercises uses methods and techniques developed by M.V. Lomonosov, Wed. Kunz, C. Whiting, and some methods adapted to work with children by A.M. Strauning.

We have identified the following principles for building a work system:

The principle of game implementation of assigned tasks;

The principle of systematic and consistent complication of the proposed material.

When compiling a system of games and play exercises to develop the logical thinking of children of the 7th year of life, we focused on:

The significance of forms of thinking (visual-effective, visual-figurative, logical) and their simultaneous development;

Kindergarten program;

Psychological and age characteristics of children in this group;

This system of games and play exercises is designed taking into account the level of development of children, their age and individual characteristics. A subject-based developmental environment is organized where the skills acquired through games are consolidated and the cognitive interests of children are stimulated.

The purpose of the system of games and game exercises is to develop logical thinking in children of senior preschool age.

The goal of the system is to develop logical thinking and increase children’s cognitive interest.

Games are played for children outside and during classes.

Forms of work: group and individual.

To conduct gaming exercises and games, various visual materials are used, such as:

Cards, subject and subject pictures, toys, “Ring of Lull”, “Propp’s Cards”, “Morphological Table”, etc.

During games, you need to encourage the child. If something doesn’t work out, convince him that it’s not scary, that it will definitely work out next time.

It is clear that everyone has a different perception: some need re-clarification of the material, its processing. And parents can help with this.

GAMES THAT DEVELOP ANALYSIS ABILITY

GAME “CHOOSE ME”

Target:

Learn to analyze relationships between concepts.

To develop in children the ability to determine relationships between concepts or connections between phenomena and concepts:

a) cause – effect,

b) the opposite,

c) sequence,

d) genus – species,

d) part - whole,

f) functional relationships, etc.

Progress:

Children are offered three cards, the first two images on them are in a certain connection. The same relationships exist between the third and one of the proposed three or four images. You need to find the fourth image.

For example:

1. Steam locomotive - carriages = horse -?

(Train, stable, cart).

2. Song - singer = picture -?

(Patient, artist, brush).

3. Knife - steel = table -?

(Fork, wood, tablecloth, chair).

4. Forest - trees = library -?

(City, librarian, theater, books).

5. Run - stand = laugh -?

(Crawl, call, cry).

6. Morning - night = winter -?

(Autumn, sleigh, day, frost).

7. Wolf - mouth = bird -?

(Air, egg, beak, rooster).

8. School - student = hospital -?

(Doctor, patient, teacher, home).

GAME "FANTASTIC ANALYSIS"

Target:

To teach, by analyzing a familiar fairy-tale character, to find in him distinctive features that are characteristic only of this character. Learn to change the plot of a fairy tale by modifying the usual attributes of the characters.

Progress:

Consider with children any familiar fairy-tale character using a systemic (component) approach.

Draw the attention of children that the subsystem features (attributes of magic, character traits, actions) in many fairy tales are the same for the same hero.

Invite children to think about how a fairy-tale character would behave without his usual signs. What, for example, will Baba Yaga do without those dear to her heart - the mortar, the black cat, the hut on chicken legs... After all, the plot of the fairy tale in which she participates can completely change.

At the beginning of the game, you can discuss individual fairy-tale characters, thinking about and predicting their changed lifestyle. You can use the system operator during the discussion.

For example: Consider Santa Claus.

His signs: beard, fur coat, bag of gifts, felt boots.

Options invented by children:

Santa Claus without a fur coat is in Africa. What is the name of Santa Claus in Africa? And if the northern Santa Claus goes to Africa. How can you keep it there if it's ice cold? What gifts will he bring to African children? How to arrange a real “winter” holiday for African children if they don’t have snow. How to bring it, show it?

Solving the problem of Santa Claus losing his staff by younger children:

• Computer! Magic wand! Santa Claus will make a staff out of wood, blow on it, it will become covered in ice and become magical.
• Children will find the lost staff and work miracles instead of Santa Claus. Children will each want to have their own staff; they will divide it into many small “staffs” and receive magic wands. When the children have played enough, the holiday is over, they will give the “staffs” to Santa Claus, and he will make a staff out of them again, or maybe leave them for the children - let them always have a holiday.

GAME “DO THIS AND DO IT WRONG”

Target:

Development in children of such mental operations as analysis and synthesis.

Progress:

Invite children to look at examples of buildings made from building materials. Consider with them what it is proposed to make the proposed buildings from.

Discuss whether there is similar material in the group. If there is one, make buildings according to the model.

If there is no material proposed in the sample, think and find a similar one in the group that can replace the one proposed in the sample.

Suggestions are accepted without criticism, but the usability of the proposed material is necessarily analyzed.

1 game option: The game is played in a similar way with samples of mosaic and stick patterns.

Game option 2: Children are asked to repeat a pattern or image made up of geometric shapes, having previously analyzed which figures the pattern or image is made of.

Second phase of this game - the child makes exactly such an image, but, for example, only from the proposed squares (triangles, circles, etc.), cutting and modifying them at will. The main thing is to create exactly the same image as on the sample.

Similar games can be played in physical education classes with outdoor games, and in music classes with dance movements.

The main thing is to analyze out loud what movements are proposed, and how they can now be performed.

For example: In polka, we first run in a circle, then “pick”, then we squat and spin.

But in this dance we will do it differently: first we squat, then “pick,” then we run in a circle and spin.

GAME “CHANGING THE ORDER”

Target:

To develop in children such mental operations as analysis of juxtaposition and sequence.

To develop the ability to analyze and find errors in sentences that contain semantic errors that make the described situation absurd and funny.

Progress:

Children are offered plot pictures for their consideration. After a little independent consideration by the children, they are invited to discuss.

What happens if …

For example: - If summer were followed again by spring.

The children would first go for a walk and then get dressed.

The boy first felt sorry for the girl, and then offended her, etc.

Could it be like this...

For example:

• First morning, then night.
• First an adult, then a child.
• First they warm the soup, then turn on the fire.
• First they eat, then they wash.
• First they sleep, then they go to bed, etc.

A more complex version of the discussion might sound like this:

The children did not get wet in the downpour because they hid under a telegraph pole.

In late autumn, as usual, the apple trees bloomed wildly.

Children can answer individually, in turns or at will, or in a group answer. All versions are listened to, even the most implausible ones. The main thing is reasoning.

GAME “WHERE IS THE TOY?”

Target:

Teach children to analyze the location of objects and guess the hidden toy.

Progress:

Place several of his favorite toys (4 – 5) around the child.

Make a wish for one of them. Only the location is reported to the child about the hidden toy. For example, it lies in front of you or behind you, to the right or to the left.

Variant of the game based on the picture.Looking at the picture, the child must answer the questions:

1. What toy belongs to the boy if it is known that it lies to his right and behind the girl?

2. What object belongs to dad if it is known that it lies to the right of the boy?

3. The girl’s favorite toy lies in front of the boy and to the right of the girl. What is this?

REPAIR WORKSHOP GAME

Target:

Teach children by analyzing a visual image, comparing it with what is already known, to complete the drawing so that it becomes whole and familiar.

A more complex goal is to learn to come up with a new use for a modified object, to change it at will for a new function.

Progress:

Children are given or choose pieces of paper on which familiar objects are drawn. But in each drawing some mistake is made or the lines of the drawing do not connect - as if they are broken: a car without a wheel, a cup with a broken handle, a chair without one leg, an airplane without a tail, a comb with broken teeth, etc. Children are invited to take a pencil, a felt-tip pen and “fix” the object - complete the drawing on this sheet. In older groups, you can offer to draw an already “repaired” thing on a new sheet of paper.

IN complicated versionchildren complete the drawings of the objects at their own request and explain what such an object can now be used for and what it can now do.

GAME EXERCISE

“FOLDING WORDS FROM HALVES”

Target:

The exercise develops the ability to make a guess about the entire word from a separate fragment, and immediately confirm it with the discovered missing fragment.

Forms an attitude towards a thorough analysis of the letter composition of words in order to read it correctly, taking into account the fact that there are words that are similar in spelling and they must not be confused with each other.

Progress:

Children are given cards with halves of short words written on them, so that the first half is written on one card - on the right, and the second half on another card - on the left.

For example:

KORO - VA, SHA - RIK, MUR - KA.

The task of the children, having a whole series of cards with the beginnings and endings of words, is to quickly add them up so that they get a whole word.

As a more complicated option, it is proposed to select several endings for one first half and vice versa.

COMPARISON SKILLS

COMPOSERS GAME

Target:

Learn to combine different actions into one whole, finding something whole in the combination. Develop the ability to establish a connection between words and melody, resourcefulness.

Progress:

The teacher recalls familiar poems with the children. Children are divided into teams - musical groups, and come up with a name for themselves. Then each subgroup, or all together, choose a poem for themselves and compose a melody for it. They sing. If the singing is decorated with elements of costumes and musical accompaniment on instruments, the team receives additional points and applause. It is allowed for different groups to compose a melody for one poem. In this case, you can hold an additional competition for the best melody.

GAME "CARDS"

Target:

Learn to transfer the properties of one object to another and describe the result obtained. Develop the ability to use associations...

Progress:

Children sit at tables opposite each other. In front of the children, cards are placed face down on the table. Children shuffle them - mix them up and take turns taking one card at a time. At the same time, the children sitting opposite take the card. Each person, turning over the card, quickly says what is shown on it and selects two or three adjectives. The child, on the contrary, transfers these signs to an object on his map. Describes that it will be an unusual or real object. Children sitting nearby, if desired, take one card at a time, turn it over without naming the object, say its property and transfer it to the object in focus. Children sometimes call him “trump card.”

This game is good to play in small groups of 5-6 people.

Once children master it with an adult, they play it well on their own.

Option to complicate the game:The child who turns over the card first does not name what is drawn on it, but describes its signs. The rest of the children must guess what is drawn there.

CONNECT GAME

The essence of the game is to change, break the usual spatial connections of the object, remove the object from its usual relationships.

Target:

Develop children's skills in combining spatially separated objects. Cause an emotional upsurge that increases cognitive activity, interest in activities and games.

Progress:

Invite children to combine - to combine objects that are spatially separated...

Children are invited to find the commonality between these objects, combine them, and therefore find some new object that has unexpected properties common to both objects.

Objects can be connected arbitrarily, or you can use a morphological table.

RINGS OF LULLIUS

Rings of Lull are used in working with preschoolers to familiarize themselves with the environment, nature, speech development, literacy training and activation of imagination.

The principle of working with rings is the same as that of Lull. But when working with children, it is good to use a combination of two rings for younger groups, and three or four for middle and older groups.

The rings should be of different sizes, such that the image is visible on each larger ring. You don’t need to connect the rings tightly right away, since later you can vary their combination - for one game, for one lesson. This way you get more combinations with fewer rings prepared. It is better to fasten temporarily, using rods from pyramids, a small top, etc. The main thing is that the rings rotate in relation to each other. The size of the rings also depends on how you use them. If this is a demo ring that you will all be working on together, it will be large; if for each child, or tabletop, then less. In order to determine the combination found, you can use the arrow, which is placed on top of all the rings. It indicates the sectors found. For younger groups, it is good to use a clean circle the same size as a large ring. It is located on top of all the rings and a “window” is cut out on it - one sector. What falls into this “window” is discussed.

On rings divided into 4, 6, 8 sectors, images of those objects that you want to use in your work are printed. It is very good if, starting with younger groups, the picture is combined with a word that means what is depicted here. This is how children learn to read faster by purely visually remembering the spelling of words. Images and inscriptions can be pasted on, or they can be drawn and written by children. It’s a very convenient ring if you sew transparent polyethylene onto cardboard, making pockets into which you can then conveniently insert pictures. This ring is good if you have few pictures.

The principle of filling the rings is different. The simplest option is to put everything you want to use in conversation with children on the ring - haphazardly. Another option is when objects belonging to one generic or specific supersystem are placed in sectors. For example: only birds or only clothes. On one ring there may be seasons, and on the other, parts of the day or animals: a cat, a fox, a bear, a pig. Depending on what knowledge your children have and for what purpose you are using the ring, those images are combined.

You can play with any of the created rings - work more than once. You can return to it, discuss it and look for new options. Use in children's independent activities.

Rings can be used in the following games:

GAME “FIND WHERE HE LIVES”

Animals are applied to one ring - domestic, wild, fish, birds. These can be different rings and different games, if on each ring there are only animals, on another there are animals and fish, on another there are birds and fish, etc. There are a lot of variations. The main thing is that the rings must be combined with another, on which a forest, yard, apartment, barn, river, etc. are depicted.

Children are invited to turn the ringsfind a house for everyone.

As a complicated version of this game or for an older group, yesand in the middle groupYou can invite children to think about how this animal or fish or bird will live if it ends up in someone else’s house. For example: a bird goes to a river, and a fish goes to a nest.

Fantastic stories can already arise here.

GAME “FIND THE PARTS”

or “WHO (WHAT) HAS THIS”

On one ring - a large one - parts of various objects are applied - wheels, windows, roof, steering wheel, wings, handle, light bulb, etc.

On another smaller ring, objects that contain these parts are applied - a car, a table lamp, a scoop, an airplane, a house, etc. Children, turning, look to see if there are parts found in this object.

This means that the child chooses the subject for the image himself.

Ask them to think about what will happen if, for example, a wheel hits a table lamp or it ends up with wings.

GAME “ALIVE OR MADE BY HANDS (HAND MADE)”

Target:

Teach children to determine the origin of any object. Finding its origins. To distinguish between the same object, grown or manufactured, to determine its need or use.

On the rings are applied:

By turning the rings, children examine and discuss whether this item is made or is growing on its own. The option being discussed is not one that grows itself, but one that is grown by humans.

An option may arise when the object is alive, but in this case it is manufactured. It is discussed whether such an object is artificial, where and why.

For example: artificial flowers, trees.

A bear made of wood - a figurine, etc.

GAME “WHAT IS IT MADE OF”

Target:

Learn to determine what an object is made of. Find a use for objects if they are made from an unusual material. Determine their strength, convenience, durability, and use cases.

The rings are marked with:

1. Toys, bread, furniture, clothes, house, painting, dishes.
2. Wood, metal, fabric, brick, glass, flour, paper.

Real option:

Children, by turning the rings, determine which item is made of what and how it is used. It happens in life or it doesn’t.

Fantastic option:Think about what the object will be like if it is made from...

For example: a house made of paper. For whom, how to live there, its size. How to make it durable, etc.

More complicated options:

1. “How did they do it?”

Add a ring with the image of tools:

Hammer, sewing needle. Machine, machine tool, oven, saw.

Task: Find a tool that helps make this item.

1. “Who made this?”

We turn on the ring, which depicts people’s professions:

Cook, seamstress, mason, carpenter, artist, glass blower?

Task: Turn all the rings so that it is described in detail by whom, how, from what, using what tool this item was made.

The options that arose when turning the rings with other objects can also be considered by discussing: this happens or not; In some cases this might be the case.

GAME “IT IS THERE OR NOT”

Target:

Teach children to determine the usual location of an object. Teach accuracy. Talk about what is good and bad if objects do not lie in place.

Develop imagination and imaginative thinking, draw conclusions about what will happen if objects find themselves in an unusual environment.

The children are given the task: Rotate the rings so that the given object is in its usual place. Determine where this item usually goes and what it does there. Compare the locations of other objects on the ring - whether they fell into place or not. Determine what will happen if these items end up in unusual places. Or maybe they are there. When, what are they doing there? Turning the rings, find all the places where this object happens and say what it does there.

For example: Furniture is in: a room, on a shelf - toy furniture; in the garage - for relaxation; on the river - if she is on a boat or ship; on the street there is a summer cafe, etc.

Fantastic option:if the item ends up in an unusual place. For example: a book in water. What will happen to it, how to protect it from getting wet, etc. What will the book be made of, which is usually kept in water?

Toys, car, furniture, clothes, house, book, dishes.

Closet, room, street, shelf, garage, river.

GAMES WITH MORPHOLOGICAL TABLE

Within morphological analysisSeveral methods have been developed, but the most universal and promising method is recognizedmorphological box method.But since visualization does not allow one to see the volume, it is better to usemorphological table.

Typically, a morphological multidimensional table is built for morphoanalysis.

At the first stage -stages of morphological analysis- obtain a description of the possible characteristics of the objects under consideration.

At the second stage -morphological synthesis- they select the best from the point of view of the conditions for solving the problem or the necessary characteristics for the resulting object, or randomly select parts that will later be combined.

The size of the morphological table depends on the age of the children and the amount of material that needs to be considered.

You can choose any filled cells on the card at random.

You can invite the children to take one card from each row.

You can take it diagonally, or in a column vertically. It all depends on the wishes of the child choosing the cards.

Morphological tablefilled out in different ways:

1. option for filling out the table:

On each floor there are any objects. Each item can be placed in any cell, on any floor, at the child’s request. There are no restrictions or classifications.

This is the simplest option.

It may be suggested not to disclose in such detail, but to list more comprehensive concepts, for example:

What goals can be pursued by working according to this table?

1. Learn to describe an object, revealing its properties and functions in detail.

2. To develop the ability to combine objects that at first glance cannot be combined at all. After combining, think about its functioning, habitat, and use cases.

For example: selected - bear, flower, vegetable garden, hammer, watermelon.

You can describe the objects at the beginning, when you fill out the table with the children, or you can describe them when you have chosen individual objects.

Imagine that a bear is standing in the garden with a flower and tasting a watermelon with a hammer - is it ripe? Why? What does he need there, and where did he get the flower?

Or maybe they put a stuffed bear in the garden with a flower design, and its legs (or paws) like hammers. How will such a stuffed watermelon be guarded? And why exactly did they install this?

GAME "TABLES"

You can consider the situation - In winter, a cheerful hippopotamus hums to itself (tray)

or how a good badger wanders in the spring looking for a fork to dig... What does he need to dig?

GAME “LOOK AROUND”

Think with your children about what is around us - round, black, small - buttons on the TV, tape recorder.

A flat yellow triangle - this could be a switch on the wall, or it could be a picture on the wall, or a picture frame.

You can then add another floor, which will determine where it is located.

GAME “REPLACE THE WORDS” (learning to read)

Target:

To form in children the concept that when words are rearranged, the meaning of a sentence may not change, but if the logical stress is changed, the meaning is clarified. Develop memory, flexibility of thinking, expressive “reading”.

Progress:

The teacher invites the children to write (arrange cards with pictures) a sentence on the top line of the morphological table so that each square contains a word.

For example:

In the next horizontal rows, the words are swapped and each row is read.

When all the sentences with expressions have been read, one of the children, with their eyes closed, collects one card from each horizontal row. Places the “words” below and reads the sentence that he came up with.

For example:

1) In the morning, in the morning, in, went.

After laughing, you can change the words at will. In the morning I went in the morning. How is that?

1. Sad, Masha, in the morning, Masha.

In the morning Masha is in the garden with Masha.

If children cope well with sentences of three to four words, then the number of words can be increased.

An interesting option is when the words of the horizontal row remain, and the preposition is replaced or inserted from an additional horizontal row: along - above - in - from - under.

For example: In the morning Masha was walking around the garden.

In the morning Masha was walking over the garden.

Suggestions for change:

1. In winter the river froze.
2. The birds sang merrily in the forest.
3. The sparrow chirped loudly.
4. The butterfly drinks dew.
5. Children pull a sled.
6. There is a bird's nest on a branch.
7. Alyosha saw the chick.
8. Petya was fishing in the river.
9. Mom went into the store.
10. A bee sits on a flower, etc.

GAME “CHANGE THE WORD” (similar to the previous one)

It asks children to replace words in a sentence. The words to change are lined up at the bottom of the table in a horizontal row.

The rule is to change only one word.

For example, the following sentence is given:

There was snow on the roof.

The cat was lying on the roof.

Snow lay on the ground.

Snow was falling on the roof.

A universal table that can be used

in different or complex classes (idea of ​​Chega G.A.)

The table consists of completely different items. Children are invited to lay them out even with their eyes closed or at random.

It can be large - in older groups - 10 x 10 or small - 5 x 5.

Examples of use in the classroom:

Speech development + mathematics:

1. Name any two numbers. At the intersection of these numbers you will find a picture. Come up with a problem (using these numbers) and a sentence with this subject.

2. Come up with a story or a fairy tale with the picture you found. You tell the continuation of the fairy tale based on the picture chosen one less (more) number, etc.

3. Which group of objects (name what it is a part of) belongs to what is shown in this picture. What parts does it consist of? Which is a lot, one. What more? What is the largest? Count in a row if there were five of them. For example: doll. One doll, two dolls, three dolls, four dolls, five dolls.

4. Come up with a word starting with the same letter. All children come up with as many words for this letter as this picture is in order.

5. Discuss with children how this item can be used, what unusual uses (functions) it may have.

Artistic activities:Draw the item you have chosen. Make it up from stripes (symbolism).

Each child chooses an object that he wants to make. Combine them into a sculptural group, combining along rows of tables and tables.

Construction:

Find a picture of objects from which you can make something. Find such items in the group. If not, what can replace them.

Find an object that you can construct from paper, from building material.

Option 2 for filling out the table:

The vertical line lists any concepts that unite a large group of objects (supersystem), for example: toys, fruits.

Along a horizontal line in each cell the objects included in the named supersystem are listed.

Supersystems can be completely different; their selection depends on the topic of the lesson, on the desires of the children, and perhaps at the suggestion of the teacher.

The main thing is that all objects on the horizontal line are included in this supersystem.

Goals of the games similar to the work in the first option: systematization of children’s knowledge: analysis of the items listed in the thematization of children’s knowledge; analysis of items listed in the table, synthesis - combination, obtaining real or fantastic items. Thinking through where, in what supersystem they could be together, what they could do there.

Further thinking, using the snowball method, of the life and activity of the resulting object.

Using a morphological table, you can construct new, completely unusual actions, situations, games. the options depend on the components of the table.

As a result, in addition to analytical skills, children develop imaginative thinking, speech, and story-writing skills.

Children are always more interested in playing what they came up with, and not what adults said. But it’s difficult to come up with something new without starting from what is already known. A morphological table will help you first remember what children know and can do, and then from these components, create something new, hitherto unknown.

So you can make tables on well-known outdoor games, and then select two or three, the rules of which can be combined into one and played. Moreover, when combined, several games can be obtained. Try to create such a table yourself, using as a basis the outdoor games that children love.

GAME “SALAD FROM FAIRY TALES”

The first signs of “Salad from Fairy Tales” can be seen in children’s drawings, where characters from all fairy tales coexist fantastically. Invite the children to combine familiar characters from different fairy tales into one and come up with their own - a new fairy tale. The adventures of the heroes intertwine and a new fairy tale emerges.

It is much easier for children to compose a fairy tale using a morphological table, where the names of fairy tales are listed along the vertical axis, and their heroes are listed along the vertical axis, for example:

The choice of heroes can be arbitrary. For example, children choose all the characters, the location of the action, and then combine everything into one plot.

Another variant: children choose heroes as they write a fairy tale, moving along the axes of the table, like on a ladder.

It is fashionable to use book illustrations, ready-made portraits of fairy tale characters, and children’s drawings as visual material. It is convenient to place them on a typesetting canvas or flannelgraph. The selected characters or location are placed separately on a shelf.

GAME EXERCISE “MAKING WORDS”

Children are asked to fill out a morphological table. But first we fill in the first lines: horizontal and vertical... children place consonants and vowels in them. For ease of use, you can duplicate the last row: put the same letters. Next, children combine letters to form syllables. Syllables are formed into words. The principle of operation is the same as in all tables.

For example: FOR + BO + (R)

MA + MA

DU + WOULD

YES + CHA

ZU + WOULD

SHU + WE

BE + YES

CHA + SHA

Complicated version:

Compose sentences using selected syllables.

For example: I climbed over the fence into an oak tree at the dacha to get a bowl. He fell and broke his teeth. My mother came running at my noises.

GAME “MAKE SENTENCES”

This game is especially good to use when teaching children to read.

Children are asked to type words from the table and make a sentence out of them.

You can make the rules more complicated:

• Type words using a ladder, one from each row.
• Type words from each row, but vertically, i.e. one under the other.
• Type words with your eyes closed.
• Children say a number and a series, one of the children, counting this number in the named series, chooses the right word, etc.

GAME “WHO DOES WHAT AND WHAT”

Fantasy game option: "Confusion".

Professions: nurse, cleaner, waiter, teacher, salesperson.

Form: white robe, dark robe, apron, robe, dress.

Actions: gives an injection, takes the temperature, treats; cleans, mops the floor, serves food; Teach children; sells things, products.

Tools for work:syringe, thermometer, vacuum cleaner, tray, book, cash register.

After filling out the table and repeating who does what, in what way and what, you can offer to type the real option - “as it happens” - remember and tell cases from life when children encountered this profession.

You can suggest choosing cards at random and analyzing what happened. After all, there can be the most unexpected combinations:

A nurse, in an apron, washes the floor with a book. Further we can develop a version of where, when and why this happened.

Or: The waiter, in a robe, brings up a thermometer.

The options can be the most unusual. But each one needs to be considered, perhaps by system operator, and discussed why this happened and what will happen next.

COOKING GAME

Liquid: milk, water, syrup, broth, compote.

Vegetables: cucumber, potatoes, tomatoes, beets.

Cereals: rice, millet, semolina, buckwheat.

Fruits: apples, prunes, pears, cherries.

Spices: mustard, vinegar, pepper, vanilla.

Meat: fish, poultry, beef, pork.

Children are invited to select ingredients from the table and come up with new recipes for different occasions: a festive lunch, a doll dessert, dinner for the frog - mother from the fairy tale “Thumbelina”, Pinocchio’s lunch, etc.

For example:

Pour rice into sugar syrup, add prunes, cook for half an hour. Serve with mustard and tomatoes.

Cook millet porridge using compote. Serve with carrot and fish salad.

Sprinkle pepper and cherries on top.

Option 2: Purposefully select the components of the dish - name familiar ones and compose them.

Come up with new dishes: sweet - ?, spicy - ?, meat - ?, try. Or you can select from the table those components that the children brought to the group and prepare yourself a treat. It is agreed that the children will bring food and how much, in advance.

FANTASTIC BIRD GAME

They came up with a fantastic bird,using a morphological table. Now you can come up with an unusual nest for her. But to do this, we need to remember what kind of dwellings are made and what they are made of.

Now the willing child chooses any cell at random from each horizontal row and tells what kind of home this bird will have - where, from what, what’s inside, what entrance, how it was built.

But you can invite the children to choose a birdThe most convenientand the best housing option, taking into account all its features - place of residence, size, food, etc.

The bird “vorochai” (seagull + sparrow) was told that it had built a nest on the ground, made of sand, with wool and fluff inside, and it entered through a hole. Then we thought - how can we make it out of sand? What should the sand be like?

They came up with a very sticky river nearby. The sand next to her stretches like a thread. So the little wolf made a nest of sand for itself.

GAME “POLYNOMIAL FANTASY” (almost according to J. Rodari)

Target:

Activation of vocabulary, development of analytical thinking.

Sound culture of speech.

Progress:

Children think of any three-letter word. In the preparatory group it is possible from four letters. To find a word, you can use toys and cards with pictures.

For example, children say the word “HOME”. We arrange it according to the morphological table in the top row into letters and come up with words starting with that letter under each letter.

D: smoke, hole, sofa, shower.

ABOUT: donkey, wasp, window, fire.

M: soap, ball, mask, store.

Invented words are represented by symbols or picture cards. If children are reading, you can write all or part of the word.

Then words are randomly selected, one from each row, and sentences are made with them. This sentence can be the basis for writing a story. Children make up several sentences, trying to combine them with one story.

Once children have mastered the game, it can be made more difficult. To do this, in the first row (“D”), words are selected that denote objects (nouns). In the second row (“O”) - words denoting the properties or states of objects (an adjective or an adverb derived from it); At the same time, we teach children to select words that answer the question “which?”, “how?”. For the third row (“M”) - words denoting actions and answering the question “what does it do?” (Verbs).

D: road, smoke, tree, cottage, sofa.

ABOUT: huge, charming, open, deceived, cautious.

M: washes, meows, dreams, suffers, blinks.

Sentences are composed either from words according to instructions, or from randomly typed words. For example: according to the task - put together a sentence about a tree. The child types a sentence: a huge tree is suffering. - Why? Children can then come up with options for why the tree might be suffering. Drought. The branch was broken. A hurricane has passed. There is a road nearby, etc.

Or randomly typed words - “road”, “open”, “meows”.

Invented sentences can serve as a starting phrase for coming up with a fantastic story “If the traffic light meowed, then the road is open.”

The combination is “sofa”, “carefully”, “blinking”. - What happens if you bought a sofa that can blink, warning of danger. He seems to say: “Careful.”

GAME “WRITING YOUR BOOK”

The game continues for more than one day, the teacher and the children return to it, “adding to the book” - they come up with new stories and draw illustrations for them.

Target:

Develop children's speech, activate vocabulary.

Learn to coordinate words in a sentence.

Develop children's imagination and memory.

Strengthen the ability to come up with a plot on your own, without repeating after your comrades.

Progress:

A morphological table is drawn up with the children with the condition that there are heroes of the stories and that they do something. You can include your location and surrounding things.

1 - baby, girl, boy, mom, dad, grandma, neighbor.

2 - sleeps, eats, draws, sweeps, plays, feeds, washes.

3 - room, house, street, entrance, kindergarten, store, hospital.

4 - puppy, bed, car, paints, broom, cake, dishes.

Each child or in subgroups choose words from each row and compose a story. You can take more than one card from each row. Then they tell it to all the children.

The same work can be done by the whole group.

Having come up with one story, you can draw an illustration for it. You can work on the table many more times - there are a lot of options for stories.

For example: We chose the words - Neighbor, sweeps, room, puppy, broom.

One day our neighbor Vova decided to help his mother, but for a long time he could not figure out what to do. But suddenly he heard someone fidgeting in the corner. I approached, but there was nothing there except a large broom. Vova picked up the broom, and under it sat his beloved puppy Top. He began to run around the broom and play with it. Then Vova realized that he needed to sweep the floor. So little Top helped Vova.

GAMES THAT DEVELOP AND ACTIVATE

COMPARISON SKILLS

GAME “WHAT ARE WE SIMILAR, WHY ARE WE DIFFERENT?”

Target:

Teach children to find similarities and differences between two given objects. To develop the ability to abstract the characteristics of objects when comparing, to move away from their visual interaction.

Progress:

1. The child is given two cards that depict objects that clearly belong to the same category (cow - horse). This option can be played with a younger group, not neglected in older ones, but with a detailed explanation.

2. Two objects are assumed, which are difficult to find in common and which are much more different from each other than in the previous version (crow - fish).

3. This option contains tasks for comparing and distinguishing objects in conditions of conflict, where the differences are much more pronounced than the similarities (rider - horse).

An approximate list of cards depicting compared objects:

1. Morning evening

cow - horse

tank pilot

skis - skates

tram - bus

river - lake

lion - tiger

apple - cherry

crow - sparrow

milk - water

oak - birch

bicycle - motorcycle

dog - cat, etc.

1. Crow - fish

train - plane

lion - dog

sleigh - cart

sparrow - chicken

vegetable garden - garden

milk - snow

painting - portrait

nest - house

apple - potato

1. Shoe - pencil

fairy tale - song

horse - rider

cat - apple

egg - spoon

coat - umbrella

foot - boot

umbrella - dog hair

If children have difficulty, you can offer other children:

a) help name similarities or differences,

b) ask him leading questions,

c) use elements of competition - whose team will name the most similarities and differences.

GAME EXERCISE “WHAT IS MORE (LESS)?”

Children are invited to look at any picture.

Name:

What objects are there more in the picture?

Which ones are smaller?

How much more (less)?

GAME “GUESS – KA”

The teacher tells the children stories in which it is necessary to compare some objects, their actions, and everyday situations.

For example:

A boy I know, Petya, told the following story:

“In the morning in our family, grandmother usually wakes up and gets up after dad. Dad gets up after Sharik the dog, and mom gets up after grandma.”

Who gets up earlier than everyone else in the family and who gets up later than everyone else?

Which animal is the heaviest, tallest, longest?

When solving problems, it is good to use symbolic notation: shape, color, line.

LESSON – GAME “TELLING BY PICTURE”

"BUILDING A HOUSE"

Material: painting “Building a House” (Series “We Play”) by E. Baturina.

The teacher invites the children, looking at the picture, to play the game “Chain of Words” - we will, as it were, build the walls of a house from words. Who will ask first?

Child: What kind of house are they building?

Children: Puppet, brick, multi-colored.

Educator: What else is a puppet? ...

At the end of the game, turn the chain onto the plot of the picture.

The “chain of words” may not follow the topic, but simply start from any word or situation.

For example: What a hare - white, cowardly, long-eared, fast. What else is white? - Sugar, snow, cotton wool. What kind of cotton wool? - Fluffy, light. What else is easy? - Feather, cube, bag, leaf. What leaf? - Green... etc.

GAME EXERCISE “LOST AND LOST OFFICE”

One of the children takes on the role of an employee of the Lost and Found Bureau, and the other takes on the role of someone who has lost something.

The lost person must describe what was lost based on external signs, but comparing it with other objects. According to the principle - the color is the same as ..., the shape is the same as ..., etc. The Lost and Found employee must guess what he lost. The “employee” who doesn’t guess correctly loses his job.

GAMES THAT DEVELOP ABSTRACT SKILLS

GAME “IMAGINAL GUEST”

Target:

Teach children to imagine an invisible object, highlighting it as a separate sign, quality or property.

To develop the ability to highlight any side or aspect of a phenomenon or object that in reality does not exist as an independent entity.

Progress:

The teacher invites the children to sit around and close their eyes. You can advise them to inhale and exhale deeply. Then he asks them to imagine that they have come to visit somewhere or that a guest has come to them, and the door opens in an unusual way - from the bottom up. When the door begins to open, let them now imagine and tell who is behind it. This may be the most unusual “guest” they have never met: first the legs are visible, then, as the door slides, the torso and face. Then the one who “returned” to the group opens his eyes and talks, describes who he saw.

For the first or second time in the game, you can use a “curtain”, which can be gradually lifted, and the child or children together describe who is behind the “door”. A curtain - can be fabric - on a stretched rope or a paper roll (wallpaper), which is gradually wound onto a stick.

GAME “NOISE ORCHESTRA COMPETITION”

Target:

Teach children to find analogues of real musical instruments based on sound principles. Learn to find a way out of the current situation, abstracting from the usual stereotypes.

Progress:

Children are asked to create an orchestra that will “play” in an orchestra competition.

The created orchestra must come up with the most interesting instrumental accompaniment for the musical work from the available set of noise and percussion instruments.

The orchestra can be accompanied by a soloist singing, dancing, or a performance by a group of singers.

Children are given time to assign roles, think about their repertoire and “tools”. The rehearsal is carried out in seclusion in different corners. The most successful performances can be inserted into the script of a matinee, performances in front of other groups, kids.

Complicated version:Everything that is in the group is used as instruments, but is not related to music.

GAME “TREAT FOR GUESTS” (according to M. Zhernilskaya)

Target:

Develop a figurative vision of the world, the ability to see a concrete image in the abstract, and find appropriate additions to it.

To form children’s associative thinking through sensory and emotional comprehension of the environment.

Progress:

The teacher shows the children pieces of different fur and asks who came to visit us, why the children think so. Children are invited to touch, stroke and guess who it is. Choose a treat for them.

Complicated version: Outline images of the same objects. Children may see completely different images in the proposed pictures. Any proposal with justification is encouraged.

GAME “CIRCUS OF ANIMALS”

Target:

To develop children's ability to abstract and associate. To develop the ability to see a non-existent object through sensory and visual associations. Identify differences and similarities between an abstract image and a real object.

Progress:

The teacher shows the children the circus - circus performers - cubes, bricks, cylinders, balls, etc. - enter the arena onto a round sheet of paper. Children are asked to guess who it is, what number they will perform, and find the invitation card of each artist by touch. Invitation cards are cards on which a circle, square, triangle, or polygon made of drape, velvet or thick paper, or cardboard are glued.

Arena can remain in the group for a long time.

GAMES THAT ENABLE CHILDREN'S DEVELOPMENT

MASTERY OF SYMBOLIC ANALOGY

GAME "READING"

Target:

Teach the perception of external signs of mood and actions through a graphic image.

Children are divided into pairs or subgroups. Some “write” any letter or note to their comrades (friends) using any graphic symbols, pass them on, and they try to “read” out loud what is written there. Then the writer “reads” his correct version. The pair or subgroup who “read” most correctly wins. Then the children change places.

GAME “FAIRY TALE – TALKING” (idea by J. Rodari)

Target:

Teach children symbolic modeling of a fairy tale in compliance with the sequence of plot development. Foster independent thinking when choosing a symbolic designation.

Progress:

The teacher recalls with the children a fairy tale that is well known to them and offers to tell it very, very briefly. But one or two children will tell it, and during this time everyone else will “write it down,” i.e. denote heroes and actions with some symbols. Once the child(ren) have finished telling, everyone else should stop “writing down.”

The first time this can be shown to the children by the teacher himself, writing on the board the story that the children will tell.

In older, preparatory groups, children love letter images. They create a kind of flogging of this hero, decorating each letter with elements that characterize this particular fairy-tale character.

For example:

Based on the compiled model, the recorded fairy tale is repeated or your own, completely new fairy tale is composed, the heroes of which can be from different works.

1. One of the heroes of the fairy tale remains and a new fairy tale is written about him.

2. A fairy tale about objects surrounding children.

3. A fairy tale about your favorite toy or favorite fairy tale hero.

4. A tale about yourself or a friend.

Any designation is accepted - color, geometric, letter, just as arrows, lines, etc. are accepted. Full scope for children's imagination. Then you can tell everyone a fairy tale using your model, you can exchange and guess what your friend “wrote down.” Or you can organize an exhibition of “illustrations” for one or two fairy tales for parents. Let them guess what fairy tale their children “wrote down.”

It is better not to give ready-made symbols to children; they are poorly remembered and do not arouse interest.

But those invented by the child himself introduce an element of competition and make them feel proud of their creativity.

GAME “WHO IS WALKING IN THE CLEARING?”

Target:

Develop abstract thinking in children. Teach, without seeing the image, to imagine and describe what it represents. To develop the ability to use symbols, to identify in them the most characteristic analogues with a real object.

Progress:

The teacher spreads out a large green sheet of paper, and the children sit around.

The teacher (then the children) displays or places in the “clearing” some shapeless object (a stone, crumpled paper, a piece of plasticine, fabric), construction or waste material, parts of clothing. Children, if they wish or take turns, must name and describe who went out for a walk in the clearing. The child can carefully describe the signs of “who (what) is walking.” Clothing, color, cover, material, gait, character, etc. are described. If one child cannot describe it, you can offer to help the other children.

The game continues until each willing child describes his guest in the “clearing.”

Items for the game are prepared in advance or found immediately before the game. The teacher suggests finding an object that does not resemble anything or, on the contrary, resembles something; a thing that no one needs or no one knows what it is. Sometimes you can say - take what comes to hand: in a group, on a walk, in the locker room. The most unimaginable items are accepted.

GAMES THAT TEACH CHILDREN TO GENERALIZE

GAME “FIND THE EXTRA GENERAL”

Target:

To develop in children the ability to classify concepts, objects, and phenomena. Learn to generalize, build a generalization on abstract material.

Progress:

Children are offered five cards depicting objects and phenomena. Four of them are united by a common feature. The fifth card does not apply to them. You need to find this card.

Sample set of cards:

1. Rain, snow, precipitation, frost, hail.
2. Oak, wood, alder, poplar, ash.
3. Vanya, Fedya, Petrov, Semyon, Vasya.
4. Milk, cheese, sour cream, meat, yogurt.
5. Second, hour, year, evening, week.
6. Winter, spring, year, autumn, summer.
7. Airplane, steamship, equipment, train, airship, etc.

Cards can be changed according to need and availability, the main thing is to follow the principle of selecting objects and phenomena.

THE WHY GAME

Target:

To develop in children such a mental operation as the ability to identify cause and effect relationships, and at the same time teach them to think in an unusual, original way.

Progress:

The selected child or adult plays the role of a guest from another kindergarten, city, country, planet. He should ask different questions that start with the word “why.” For example: “Why do you have beds in your group? Why is there no metro in your city? Why do fish swim in the river? Why do people cry on Earth?

All other participants, individually or collectively, must answer the question asked. In the older groups, the most original answer can be distinguished.

GAME “RIDDLE AN OBJECT”

Target:

Develop the ability to quickly identify the most characteristic features of an object and find other objects that have both similar and dissimilar features. To form the basis of combination in children.

Progress:

The teacher names or shows the children some well-known object (phenomenon, creature).

Children need to name two or three other objects, generally not very similar to the given one, but those whose combination would, if possible, unambiguously define it. Children can be asked to explain why they named the defining words.

For example: The word “cat” is called, defining words are selected for it - tiger (walks quietly, has a tail, has claws): fur coat (warm, soft).

“Kettle” - a bag (with a handle, it contains something), a saucepan (you can heat it in it, it’s metal), an elephant (it has a long nose - a trunk).

GAME “PICTURE NAME”

Target:

To teach, when perceiving any image, to be able to briefly describe it - give it a name. Develop the ability to condense information, expressing any concept in one word. Develop imaginative thinking.

Progress:

The teacher invites the children to look at the picture and give it a name. The main condition is to be as short as possible, but to make it clear what is depicted on it. The winner is the one who names the picture in one word and everything is clear. If there are several names from one word, then the children choose the best name.

GAME “PUT IN PLACE”

Target:

“Arrange the lines” in their places. Make up a story based on this phrase. This option is possible when children begin the story with a given phrase, come up with the middle themselves, and the end of the story is the correct line in the poem.

Progress:

Children are asked to place the correct line in a mixed up poem, which is either drawn - symbolically or (if the children are reading) written. It is most effective if an inscription and a picture depicting a hero or action are combined.

An angry boar was sitting on a branch,

the steamer was languishing in a cage,

the nightingale sharpened its fangs,

porcupine - gave horns.

The hedgehog was set for dinner,

Chizh moved his mustache,

cancer - flying under the clouds,

table - chasing mice.

The teapot was jumping in the yard,

the boy gurgled on the fire.

GAMES THAT DEVELOP INVESTIGATION SKILLS

GAME “PICTURES FOR A BOOK”

Target:

Teach the child to highlight a specific object in the text he hears, to note its most striking features. Translate what you hear into a specific drawing. Remember the characteristics of the drawn object and describe them. To develop children's working memory and imaginative thinking.

Progress:

An adult reads the text of a narrative work to children. It is better if it is of everyday content and is not familiar to children.

The children are given the task: to imagine and sketch the objects discussed in the text. How to draw illustrations for a work you read. Be sure to convey their color, shape, size.

To clarify the characteristics of objects, you can read the text again.

Children are given time to draw.

Then each child, showing his drawing, describes this object, specifying its characteristics, how he remembered and imagined it. Children add signs they have not noticed or missed. After the discussion, time is given for 5-7 minutes to complete the drawing of the missing features. At the end, using their own illustrations, children independently or collectively tell the text again.

For example: The child describes a house: it stands on the bank of a river, small with a red roof.

Storm - clouds, lightning, thunder.

Reading stories should be short and to the point.

Complicated version:Before starting reading, children distribute the sequence of drawing objects - one at a time. In this case, it is good if they sit at one long table. You can also tell the text repeatedly, one at a time.

GAME “PUT IN PLACE”

Target:

Teach children to determine whether individual objects belong to a certain class.

Progress:

Children are offered a set - a large number of cards depicting specific items - food, clothing, dishes, school supplies, etc. It is possible and even good to offer real objects instead of cards.

On other tables are cards (representing a table) or boxes of cards indicating specific places: refrigerator, wardrobe, kitchen cabinet, bag, briefcase, etc.

Complicated version:Instead of real images or objects, children are offered either a contour image of objects or a symbolic one.

List of used literature:

1. Stories about... (a manual for kindergarten teachers) // Comp. Sidorchuk T.A., Ardasheva N.I. and others - Samara, 1994.-100 p.
2. Rodari J. Grammar of fantasy.-M., 1990.-30 p.
3. Simanovsky A.E. Development of creative thinking. – Yaroslavl, 1996.-103 p.
4. Sidarchuk T.A Technology of teaching preschoolers the ability to solve creative problems. – Ulyanovsk, 1996.-78 p.
5. Strauning A.M. Methods for activating the thinking of preschoolers, volume 1: Educational and methodological manual. - Obninsk: Publishing house. “Printer”, 2000.-112 p.-(TRIZ for preschoolers).
6. Strauning A.M. Methods for activating the thinking of preschoolers, volume 2: Educational and methodological manual. - Obninsk: Publishing house. “Printer”, 2000.-98 p. - (TRIZ for preschoolers).
7. Strauning A.M. Methods for activating the thinking of preschool children, volume 3: Educational manual. - Obninsk: Publishing house. “Printer”, 2000. – 252 p. – (TRIZ for preschoolers).
8. Strauning A.M., Strauning M.A. Games to develop creative imagination based on the book “The Grammar of Fantasy” by Gianni Rodari. – Rostov-on-Don, 1993.- 32 p.

1. Mathematical development as a significant component of the formation of a child’s “picture of the world.”
The mathematical development of preschoolers is understood as qualitative changes in the child’s cognitive activity that occur as a result of the formation of elementary mathematical concepts and logical operations associated with them. Mathematical development is a significant component of the formation of a child’s “picture of the world.” One of the important tasks of educators and parents is to develop a child’s interest in mathematics in preschool age. Introducing this subject in a playful and entertaining way helps the child in the future to master the school curriculum faster and easier. The particular urgency of this problem was emphasized by L.S. Vygotsky, characterizing the type of learning that arises in preschool age as intermediate between spontaneous, characteristic of a child of early age, and reactive, characteristic of school age. A child in preschool age can already learn according to the program set by adults, but only because the adult’s program becomes his own program and merges with the natural course of the child’s development. L.S. Vygotsky called this type of learning spontaneous-reactive.
And if for the student the goal is the game itself, then for the adult organizing the game there is another goal - the development of children, their acquisition of certain knowledge, the formation of skills, the development of certain personality qualities. The nature of this contradiction determines the educational value of the game: if the achievement of a didactic goal is feasible in the game as an activity that contains a goal in itself, then its educational value will be more significant.
According to L.S. Vygotsky, scientific concepts are not absorbed and memorized by the child, are not taken into memory, but arise and are formed with the help of the greatest tension of the entire activity of his own thought. At the same time, mathematics can and should play a special role in the humanization of education, in its orientation towards the upbringing and development of the child’s personality. The special role of mathematics is in mental education, in the development of intelligence. A child needs knowledge not for the sake of knowledge, but as an important component of personality, including mental, moral, emotional (aesthetic) and physical education.
An important place is given to teaching preschoolers the basics of mathematics. This is caused by a number of reasons: the abundance of information received by the child, increased attention to computerization, and the desire to make the learning process more intense.
Krutetsky V.A. identified nine components of mathematical
1. The ability to formalize mathematical material, to separate form from abstract content, from specific quantitative relationships and spatial forms and to operate with formal structures, structures of relationships and connections;
2. The ability to generalize mathematical material, to isolate the main thing, abstracting from the unimportant, to see the general in what is apparently different;
3. The ability for consistent, correctly dissected logical reasoning associated with the need for evidence, justification, conclusions;
4. The ability to shorten the reasoning process, think in expanded structures, think in collapsed structures;
5. The ability to reversible the thought process (to switch from a direct to a reverse train of thought);
6. Flexibility of thinking, the ability to switch from one mental operation to another. Freedom from the constraining influence of templates and stencils;
7. Mathematical memory - memory for generalized formalized structures, logical circuits;
8. Ability for spatial representations.

2. The use of games with TRIZ elements in the development of elementary mathematical concepts. Working with games with TRIZ elements, I noticed that they make it possible to solve the problems of teaching mathematical activity to a greater extent: first, motivational and goal-oriented, then operational and, finally, control tasks. The use of adapted TRIZ-RTV methods provides undoubted advantages in performing these tasks.
What happens: 1. Activation of children’s cognitive activity,
2. Creation of motivational guidelines for creativity,
3. Increases the efficiency of mastering all language means,
4. Flexibility of analytical-synthetic operations in mental activity. TRIZ for preschoolers is a system of collective games designed not to change the main program. And to maximize its effectiveness. While teaching preschoolers games with TRIZ elements, I developed a system of work on developing mathematical abilities using didactic games.

In this work, I went through the following stages: 1. Teach the child to find similarities and differences in numbers, geometric shapes to strengthen counting skills (games “Teremok”, “Stop the Thief”, “My Friends”, “Yes-No”)
2. teach the child to find and resolve contradictions in objects and phenomena - to understand the significance of mathematics in people’s lives: games “good-bad”, “let’s change”.
3. Teach children to compose problems: “morphological box”
4. Introduce volume measures using the little men method (LMM). As a result, during the games the children effectively mastered counting skills. The ability to compare, compare numbers, correlate the number of objects and numbers, find non-standard solutions in educational games.

Elena Rudenko
Using TRIZ in classes on the formation of elementary mathematical concepts

Subject: « Using TRIZ in classes on the formation of elementary mathematical concepts»

Completed by the teacher

Rudenko E. V.

I work according to the Technology Program of Natalia Mikhailovna Krylova "Kindergarten - House of Joy" since 2006, where the main task is to educate an individual, creative personality.

Interested in the problem using the TRIZ system in classes with preschoolers, I took the courses « TRIZ in kindergarten» . Forming elementary mathematical representations with students based on this system, I was convinced that

TRIZ allows you to give classes complex nature (in children not only mathematical representations are formed, but also speech develops, abilities for visual activity develop);

TRIZ gives children the opportunity to become more proactive, relaxed, show their individuality, think outside the box, and be more confident in their strengths and capabilities;

TRIZ develops such moral qualities as the ability to rejoice in the successes of others, the desire to help, and find a way out of a difficult situation.

Brainstorming method I use when solving problems using ingenuity (puzzles) with counting sticks.

Type 1 is a task of composing a given figure from a certain number of sticks.

Make 2 equal triangles from 5 sticks

Make 3 equal triangles from 7 sticks

Make 2 equal squares from 7 sticks

Type 2 are problems involving changing figures, to solve which you need to remove the specified number of sticks.

In a figure consisting of 4 squares, remove 2 sticks so that 2 unequal squares remain

Type 3 is a task of ingenuity, the solution of which consists of rearranging sticks in order to modify or transform a given figure.

In my work I I use word games. In Game "Vice versa" the intake is well absorbed "opposite meanings"

High - low

Far close

Front - rear

Day Night

Above - below

Little is a lot

Narrow – wide

I ask about contradictions questions:

What happens is sometimes small, sometimes big (balloon, inflatable toys, folding furniture)

What or who is first small and then big (people, animals, vegetables, trees, etc.)

What is small and big (ball, dough, bubble)

Long and short (elastic band, pointer, folding knife, folding ruler)

Hard and soft (bread, egg, person, etc.)

In which fairy tales was there a little of something, and then a lot ( "Flower - seven-flowered", "Pot of Porridge")

On In classes to develop elementary mathematical concepts in children, I use problems - jokes, riddles that promote the development of logical thinking, observation, resourcefulness, reaction speed, formation 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. We ate 1 apple and 1 cherry. How much is left?

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

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

I'm still at work I use the drawing technique. Children must complete the drawing element to figure or number. Then you can ask what is it like?

Also I invite the children to draw an object, adding additional details to the geometric figure. “What is round, oval, rectangular, etc.”

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

Another task with ready-made geometric forms- this is to lay out a Christmas tree, a fox, etc.

With older preschoolers, you can recreate figures and silhouettes use figures - silhouettes from sets for games "Columbus Egg", "Mongolian game".

Also in my work I I use this technique, like writing fairy tales aimed at formation of elementary mathematical concepts. In a fairy tale "The Journey of the Ball" which we composed with the children, the goal was to consolidate idea of ​​a circle. The children came up with round ones items met a ball on my way (watermelon, balloon, kolobok, smesharika, etc.) and what they talked about.

At use in working with children, the method of activating thinking I I use a didactic game"City of Mysteries" which children really like. Using a table, I show the children which shape of this item what color, size and what is it made of? the material it's made of. In this way, children simultaneously reinforce not only form, but also color, size and the material from which the item is made.

Publications on the topic:

The use of small folklore genres in classes on the formation of elementary mathematical concepts Mathematical development plays a huge role in mental education and in the development of a child’s intelligence. Mathematics has a unique developmental value.

Summary of the lesson on the formation of elementary mathematical concepts “Journey to the land of mathematical knowledge” Topic: “Journey to the land of mathematical knowledge” Program objectives: To consolidate children’s knowledge about the sequence of days of the week; continue.

Summary of a lesson on the formation of elementary mathematical concepts. Program content: - consolidate quantitative and ordinal counting skills within 5; -Practise the ability to name and distinguish.

Objectives: To teach children the action of constructing models of quantitative relationships on abacuses used to compare two groups of objects. Exercise.

Educator: Let's hold hands together and smile at each other! Look how many guests we have today! Let's smile and say hello to them.

GCD for the formation of elementary mathematical concepts “Time and signs” Objectives: 1. To consolidate children’s knowledge of time concepts. 2. To consolidate children’s knowledge about the characteristics of geometric shapes and spatial relationships:.

SCKP PRE-SCHOOL ORGANIZATION No. 14 KONZHYK

Compiled by: Balyk L.A., creative team

Aktobe, 2012

REVIEW

for the program “Mathematics and TRIZ”,

developed by the creative group of DO No. 14 “Konzhyk”

Integrative processes occurring in the modern world require a search for the most general approaches to teaching that are common to all disciplines. One of the directions of educational integration is the use of elements of TRIZ pedagogy, which most fully meets the requirements of training an individual capable of solving non-standard, creative problems.

Preschool age is unique, because as a child develops, so will his life, which is why it is important not to miss this period to reveal the creative potential of each child. TRIZ technology adapted for preschool age will allow you to educate and train a child under the motto “Creativity in everything!”

Many teachers are interested in the ideas of TRIZ pedagogy, since in modern education there is an urgent task of educating a creative personality prepared to consistently solve non-standard problems in various fields of activity.

The purpose of using this technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, consistency, dialecticity; on the other hand, search activity, the desire for novelty; speech and creative imagination.

The thinking development program “Mathematics and TRIZ”, developed by teachers of preschool organization No. 14 “Konzhyk”, is a program of collective games and activities with detailed methodological recommendations for teachers. TRIZ is not intended to replace the main program, but to maximize its effectiveness. The program material was selected in accordance with the State Educational Standards of the Republic of Kazakhstan, as well as the programs “Algashky Kadam”, “Zerek Bala”, “Biz mektepke baramyz.”

The “Mathematics and TRIZ” program is supplemented by the methodological guide “Development of elementary mathematical concepts in preschool children using TRIZ methods and techniques.”

This manual is practical material on the systematic use of TRIZ technology in kindergarten, tested in preschool No. 14 “Konzhyk” for five years.

Despite the fact that the manual provides detailed recommendations for conducting classes - what to say and do, educators can independently expand and improve their own knowledge and skills in TRIZ in order to understand why exactly this needs to be said and done. After all, the main task of using TRIZ technology in preschool age is to instill in the child the joy of creative discoveries, and only a creative teacher can cope with this task.

This manual is addressed to beginners and is recommended primarily for mass use by educators who have not received in-depth training in TRIZ and who are taking their first steps in mastering this science. At the same time, it can also be used by experienced educators, who can make appropriate changes to class notes and reach the next level of teaching and mastering the material.

Methodologist of the preschool department

education and primary education

Aktobe regional

educational and methodological center M.T. Murzagulova

TRIZ MOTTO:

“Resolving contradictions is the key to creative thinking.

The means of working with children is pedagogical search.

If the child does not ask a question, then the teacher asks it himself: “What would happen if...”

The activity is not a form, but a search for truth.”

EXPLANATORY NOTE.

The adaptive program “Mathematics and TRIZ” was developed on the basis of the mandatory minimum content on cognitive development for preschool organizations.

Modern requirements for preschool education orient teachers toward developmental education and dictate the need to use new forms of its organization, which would synthesize elements of cognitive, gaming, search and educational interaction. Creating conditions that ensure the identification and development of capable children and the realization of their potential is one of the priority social tasks of the state and society.

It is an indisputable fact that mathematics today is one of the most vital areas of knowledge of modern humanity. Mathematics provides great opportunities for the intellectual development of children: mental operations (analysis, comparison, classification), processes (inference, generalization, reasoning, etc.) and speech. The main thing in the work on the formation of elementary mathematical concepts in preschool children today is not only and not so much the accumulation of a certain stock of subject knowledge and skills, but the mental development of the child, the formation of the necessary specific cognitive and mental competencies.

At the present stage of work on the formation of elementary mathematical concepts in preschool children, we see the problem that the characteristics of their age do not allow our students to independently find answers to mathematical questions. Of course, to master a certain amount of knowledge necessary for successful learning at school, you can use the classical education system, where the dominant role is given to the formation of knowledge, skills and abilities, but we believe that the most effective learning process will take place only when the imagination is actively involved child.

In existing methods for the formation of mathematical concepts, very little space is given to children performing tasks of a logical nature; they are practiced only occasionally.

Back in 2006, teachers of preschool organization No. 14 “Konzhyk” developed the “Baby” program to introduce TRIZ technology into the educational process. TRIZ education is one of the models of promising education. The theory of inventive problem solving (TRIZ), which arose in our country in the late 40s through the efforts of the outstanding Russian scientist Genrikh Saulovich Altshuller (Altov), ​​is a unique tool for searching for non-trivial ideas, developing creative and strong thinking, forming creative individuals and teams, proof that creativity can and should be taught.

It was decided to actively use TRIZ technology in mathematics classes, because TRIZ technology deals specifically with the development of creative potential, which will have a beneficial effect on the formation of elementary mathematical concepts.

We were convinced of the effectiveness of using TRIZ in mathematics classes after occasional use of new techniques. There was no need to artificially excite children in such classes. By drawing a child into an unusual world, we simultaneously develop his imagination, unnoticed by him, and as a result of research and search situations, we form mathematical abilities and concepts.

Studying the methodology more deeply and more often applying TRIZ methods and techniques in practice, we developed an adaptive program “Mathematics and TRIZ”.

The TRIZ methodological techniques used, the combination of practical and game activities, solving problem-game and search situations contribute to the formation of elementary mathematical concepts in children.

Most activities that combine mathematical tasks with other types of children's activities are integrated. The main emphasis in teaching is given to preschoolers’ independent solution of assigned tasks, their choice of techniques and means, and verification of the correctness of the solution.

These areas contribute to deepening the didactic foundations of the formation of mathematical concepts in children, taking into account the continuity between kindergarten and primary school. Intellectual activity based on an active search for methods of action can become habitual and natural already in preschool age if the efforts of teachers and parents are aimed at nurturing in the child the need to be interested in the process of cognition itself, to independently search for solutions and achieve goals. goals.

The Mathematics and TRIZ program is focused on development creative and original thinking.

Target programs: education of a creative personality through the formation of talented, dialectical and intellectual thinking.

Tasks programs:

To develop the skills of creative, cognitive and practical activities;

Develop creative abilities;

To introduce the basic concepts of RTV (Development of Creative Imagination) - TRIZ (Theories for Solving Inventive Problems) - TRTL (Theories for the Development of Creative Personality).

TRIZ as a universal toolkit is used in all classes. This makes it possible to form a single harmonious, scientifically based model of the world in the child’s mind and to carry out heuristic learning. A situation of success is created, results are exchanged, the decision of one child activates the thought of another, expands the range of imagination, and stimulates its development.

Number of classes per year:

Preparatory group for school – 54;

Senior group – 18

Average group – 18.

INFORMATION AND METHODOLOGICAL SUPPORT OF THE PROGRAM.

The “Mathematics and TRIZ” program is aimed at developing that psychological characteristic called “intellectual giftedness.” By developing logical thinking, a non-standard approach to problem solving, and intellectual creativity, we give children a powerful thinking tool that will help them find the strongest solutions in life - in any professional field and life situation. A child who masters TRIZ elements can solve his problems himself, and in a non-standard, extraordinary way. He knows how to make decisions and transform problems into opportunities.

TRIZ and methods of child mathematical development.

The desire to use technologies that effectively develop a child’s intellectual, sensory and creative abilities is a characteristic feature of modern methods of mathematical development. The most important target at the same time, to help the child in the transition from unreflective to conscious mastery of the sequence of mental operations that make up the thought process. The teacher’s attention is focused not so much on the need for the child to receive the correct answer,

There are the following TRIZ principles of minimizing contradictions, which can be used with preschoolers both during logical and mathematical development at the level of planning educational situations, and when directly solving problems.

1.Crushing:

a) divide the object into independent parts;

b) make the object collapsible;

c) increase the degree of fragmentation of the object.

2.Removal: separate the “interfering” part from the object (“interfering” property) or, conversely, select the only necessary part or necessary property.

3.Local quality principle:

a) move from a homogeneous structure of an object or external environment (external influence) to a heterogeneous one;

b) different parts of the object must perform different functions;

c) each part of the object must be in conditions most favorable for its operation.

4.Asymmetry:

a) move from a symmetrical shape of an object to an asymmetrical one;

b) if the object is already asymmetrical, increase the degree of asymmetry.

5.Unification:

a) connect homogeneous or intended for adjacent
operations objects;

b) combine homogeneous or related operations in time.

6.Versatility: An object performs several different functions, eliminating the need for other objects.

7. The “matryoshka” principle:

a) one object is located inside another, which, in turn, is inside a third, etc.;

b) one object passes through the cavity of another.

8.Preliminary anti-action: if, according to the conditions of the task, it is necessary to perform some action, an anti-action must be performed in advance.

9.Preliminary action:

a) perform the required action in advance (in full or although
would be partially);

b) arrange objects in advance so that they can enter into
action without wasting time on delivery and from the most convenient location.

10.The “Pre-Planted Cushion” principle: compensate for the relatively low reliability of the facility with pre-prepared emergency means.

11.The “vice versa” principle:

a) instead of the action dictated by the conditions of the task, carry out the opposite action;

b) make a moving part of an object or external environment motionless, and a motionless part moving;

c) turn the object upside down, turn it inside out.

12.Spheroidality: move from rectilinear parts to curved ones, from flat surfaces to spherical ones, from parts made in the form of a cube or parallelepiped to spherical structures.

13.Dynamism:

a) the characteristics of the volume (or the external environment) must change so as to be optimal at each stage of work;

b) divide the object into parts that can move relative to each other;
c) if the object as a whole is motionless, make it mobile, moving.

14. The principle of “turning harm into benefit”»:

a) use harmful factors (in particular, the harmful effects of the environment) to obtain a positive effect;

b) eliminate the harmful factor by combining it with other harmful factors;

c) strengthen the harmful factor to such an extent that it ceases to be harmful.

15. The principle of “intermediary”:

a) use an intermediate object that carries or transmits the action;

b) temporarily attach to an object another object that can be easily removed.

16.Uniformity: objects interacting with the data must be made of the same material (or similar in properties).

17. Waste and regeneration of parts: a part of an object that has fulfilled its purpose and has become unnecessary must be discarded (dissolved, evaporated, etc.) or modified in the course of work.

18.Changing the aggregate state of an object: These are not only simple transitions (for example, from solid to liquid, but also transitions to intermediate states (for example, the use of elastic solids).

19.Discoloration:

a) change the color of an object or external environment;

b) change the degree of transparency of an object or external environment.

The evaluation of the resulting solutions is carried out on the basis of compliance with the objective laws of system development. For example, let’s highlight the contradiction in the work “Fedorino’s Mountain” by K. Chukovsky: on the one hand, the dishes should stay with Fedora so that she can cook and eat food, and on the other hand, they should not stay with Fedora, since its hygienic qualities do not allow cooking and eating food. The contradiction is resolved in the work through the principles of local quality (according to the above classification, 3-c), “turning harm into benefit” (14-c) or rejection and regeneration of parts.

Gradually, under the guidance of the teacher and parents, preschoolers themselves learn to identify contradictions from the works available to them.

To solve problem situations with children you can use gaming algorithm "Palm"(version and example by A.V. Limarenko):

a) Task (formulate a task);

b) Contradiction (formulate a playful creative contradiction “yes-no”);

c) Ideal final result (formulate an ideal final result - IFR);

d) Resources (find resources, “rummage in your pockets,” find a “coin” and “pay” for the solution).

20.Principles (find the principle(s) of the solution).

Principles: First you need to find what is easiest to detect using inventive techniques (shake, turn over, inflate, make in advance, paint, heat); then discuss principles for minimizing contradictions.

System transitions - how an object or system is structured, what can be done there: combine with something and thus use the material or energy reserve of a neighboring system or supersystem, turn it into its “double” and use unexpected properties that arise in this case, or dive with them into a magical microworld with its wonderful and extraordinary properties.

During the lesson, children gain knowledge and skills thanks to the effectiveness of TRIZ technology. The most productive techniques and methods are:

1. Brainstorming.

Brainstorming (proposed by A.F. Osborne) - involves the accumulation of a large number of ideas and theories as a result of freeing the discussion participants from the inertia of thinking and stereotypes. It is organized as a division in space and time of procedures for generating, systematizing and critiquing ideas (children are divided into appropriate groups, whose work is subject to the rule: solve their problem only after the actions of the participants of the previous group, and before and after, listen carefully and not disturb them) .

The “Brainstorming” method allows you to avoid the inertial direction of search and activates a person’s associative abilities. This method allows children to develop the ability to give a large number of ideas on a given topic and choose an original solution to a problem.

2.Morphological analysis.

The purpose of morphological analysis is to identify all possible solutions to this problem. First, the main characteristics of the object are identified, then for each of them possible options - elements - are written down. For this purpose, a “morphological table” is built.

Develops in children the ability to give a large number of different categories of answers within a given topic.

3. "Synectics".

Personal assimilation /empathy/ - the ability to empathize with an object.

Synectics includes a number of analogies:

3.1.Direct analogy– the object is compared with a similar object from another area, the similarity of any properties or relationships is revealed. There is a direct analogy:

a) analogy in form (icicle - pencil, ball - sun),

b) component or structural, analogy based on the similarity of elements (cotton wool - cloud, sugar and sand),

c) functional analogy, where similarities must be sought in opposite areas (nature and technology, horse - car, rooster - alarm clock),

d) analogy by color (sun - dandelion).

3.2.Personal sympathy or empathy. Empathy is based on the principle of identification or entering into an image. The main point of empathy is to step into the role of someone or something. This technique is widely used in art, when an actor “gets used to” the image of his hero. A good teacher's assistant can be works of art or exercises (exercises “I am a fly”, “I am a stone”, etc.).

Empathy methods contribute to the development of moral qualities in children: sensitivity, kindness, mercy, responsiveness. This method may also be applicable in gaming activities, role-playing games “My Family”, “Hospital”, “Zoo”; in didactic games “Guess by the Voice”, “Whose Cub”, “Who Lives in the House”, as well as in classes in dynamic pauses, such as psychotraining “Tender Sun”, “Cold Rain”, “Sweet Fairy Tale”, “Saving the Chick” , "Magic Path".

4. Fantastic analogy. The uniqueness of a fantastic analogy is that it helps to remove psychological inertia, as it turns an ordinary action or object into a fairy tale. Fantastic analogy is often used in fairy tales (magic mirror, tablecloth, magic words). It is used when teaching a new task, when presenting new material, or to consolidate any skills. For this purpose, you can play out different situations with children. Where the magic is. For example, early in the morning we came to kindergarten, and there..... Learning a new task or consolidating any skills is more productive if the situation is transferred to a fairy tale. Together with your children, you can come up with a fairy tale about an upcoming task or current situation. The main thing is not to forget that you are in a fairy tale, where everything happens and you don’t have to be surprised by anything.

5.System operator.

Encourages the child to independently reason in relation to an object that has a past, present and future.

Creative thinking is multi-screen, i.e. a person thinks about a phenomenon, an event in a certain system. The teacher’s task is to give children knowledge and relevant information not only in a certain system, but also in the supersystem and subsystem. The multi-screen thinking scheme allows you to consider an object in a close relationship between the space and time period.

System operator - 3-, 9-, or 18-screen powerful thinking diagram. Let us explain: every object, object or phenomenon of the surrounding world can be considered as a system that is part of the supersystem, being one of its parts; interacting with other parts, the system itself consists of interacting parts - subsystems (see Fig. 1).

subsystem

supersystem

Rice. 1. General scheme

At each stage of a 3-screen scheme, a line of development can be distinguished: past, present and future - a 9-screen scheme is obtained.

Using the 9-screen diagram of strong thinking, let’s imagine the systemic concept of “ten” (Fig.).

Set of natural numbers