Triz methods in ecological education. Triz elements in the ecological education of older preschoolers

Ecological education is unthinkable without a sense of admiration for nature. The success of the educator depends on the ability to direct the child's gaze to beauty - to help see it, to hear what attracts us in nature - this is a palette of colors, a variety of shapes, smells.

For example: when the clivia blossomed in the group, it impressed the children with a bud of flowers, many children quickly remembered the name of the flower, before that the flower had never bloomed, or when the bird cherry branch blossomed in the group, the children all smelled it and expressed their opinion. Inna asked a question, why did she blossom? Because the children also saw for the first time that the tree blossomed in a group... So we look not only with our eyes, but also with our hearts, we experience admiration, which is necessary as food for the soul, and sometimes even as medicine. Therefore, in an effort to educate children as guardians of nature, we must, first of all, help children learn to admire the beauty of nature.

IN environmental education we are helped not only by observation, communication with nature and caring for its objects, but also by reading literature, playing, creativity, music. All this together gives good results.

The teacher must remember: the child should have the opportunity to express their impressions in the game, creativity, in the word. Then the impressions and knowledge received by the child are consolidated, and he gradually begins to feel the connection of nature with his life.

Only with a systematic approach to familiarization with nature - allows you to realize the educational task, today TRIZ - pedagogy, comes to the fore, i.e. (the theory of development of inventive problems).

The relevance and significance of TRIZ - pedagogy for preschoolers - is collective games and activities, and it is designed not to replace the main program, but to maximize its effectiveness.

The main means of working with children is pedagogical search. The teacher should not give ready-made knowledge to children, reveal the truth to them, he should teach them to find it. The teacher puts the child in a situation where you need to find the answer yourself to some extent repeat the historical path of cognition and transformation of an object or phenomenon, for example: (tree - forest - seed - sprout - root - trunk - branches - leaves - light - heat - nutrition - grew - young - grew old - dried up).

The goal of TRIZ is not only to develop the imagination of children, but also to teach them to think systematically, with an understanding of the ongoing processes in the world around them. Basic working methods:

1) observation not only in nature, but also over human activities

On cognition and classification "Name it in one word"

For the development of sensory perception 5 analyzers - eyes, nose, ears, tongue, skin "World of sounds", "Wonderful bag".

On self-awareness "What will happen if ..."

On the development of the situation through the narrowing of the search field "Yes - no", "Vegetables".

3) system analysis "Magic Screen" "Birds".

Forms of work on environmental education are various types of vigorous activity, i.e. do not force the child to play, but create conditions for the emergence of interest in the game:

Don't hold back motor activity children

Engage children in research work- conducting experiments.

Research work helps to develop the child's cognitive interest, his thinking, the ability to generalize and discuss the expected result of the experience.

The TRIZ program consists of 4 sections, in each section there are 2 parts: teaching - initial information about nature, educating - understanding the meaning of nature, caring for it.

1 section. The world around us is observation, a tour of the territory of the kindergarten and the surrounding area. Raising interest in everything that surrounds us is created either by nature (the natural world) or by man (the man-made world). Using the riches of nature, man has learned to cook food, sew clothes, build houses, and extract minerals. How can a person thank nature for its generous gifts? The main principle: "Do no harm!". For example: in the classes on familiarization with the environment, the children and I learned to distinguish between objects of the natural world - wood, stone, wool, fur and the man-made world of plastic, glass, iron - the children had to name objects made from these materials. Lesson "Vegetables, berries, fruits - vitamin products" - the children learned that from fresh fruits, you can get dried fruits and cook compote. After the lesson, the children became interested, they often asked what else you can get dried fruits from (orange, tomato), i.e. using the riches of nature, man has learned to create the world for your own good. We fix the acquired knowledge with games: "Learn to taste." "What it's made of." "Chain" (ball - rubber, round, light, blue, etc.).

2 section. Wildlife - observing plants, animals, inhabitants of a corner of nature, we develop interest in wildlife objects. Cultivate a desire for healthy lifestyle living in harmony with nature. We give an idea to the children that animals and plants also have analyzers, as we feel our presence in the world, only they cannot tell about it. They also feel pain, cold, fear, warmth, and how people are born, grow, mature, grow old, get sick and die. Children's stories from personal experience: (Liniza, Dasha, Vika, Lera and Ruslan). In order for plants to grow and be healthy, they also need light, heat, water and clean air, if a person does not take care of nature, an ecological disaster can happen. IN senior group a lesson was held - the experience “Plants ask for help” - the children and I planted flowers, watched and looked after them, after a while one flower bloomed, Inna was the first to notice that the flower bloomed - after looking at it, the children and I had a discussion about why it bloomed ? Because we took care of him. In a group and on a walk, we consolidate the knowledge of children with the help of the games “What grows where” - plane games - tasks. "Good - bad" - situational games - tasks. "Zoo" linear games - tasks "Name and show" - three-dimensional - a game task children name a flower in a group and show where it is. "Take care of nature" and other games.

In terms of activity, children depict wildlife with different techniques and materials: napkins, broken appliqué, crumpled paper, fabrics, cereals, plasticine bas-relief, finger painting. Bulk work from natural material birds, flowers, trees, grass, animals, insects.

3 section. Inanimate nature - we systematize and deepen children's ideas about the components of inanimate nature - light, air, water, soil - as factors of environmental well-being. All living organisms live and develop only in the presence of appropriate conditions, in nature everything is interconnected. Watching non-wildlife in the kindergarten area, i.e. weather conditions natural phenomena snow, rain, hail, sun, wind, clouds, in a group, children note in the weather calendar. We conduct experiments on the state of the liquid (water, snow, ice). Soluble and insoluble substances (paints, salt, sugar, sand). Sinking and non-sinking, absorbent and non-absorbent materials, for example; sponge and cube, wood and iron. We also consolidate with the help of cognitive games “When it happens”, “Name the neighbors”, “What is it made of”, “Yes - no” to develop attention. In art, children often work according to a plan and personal impressions.

4 section. The planet is our home and we are the masters in it - generalization and consolidation of the rules of behavior in nature, moral and environmental education, the formation of the foundations of environmental consciousness - "We live on planet Earth."

Observation with children of the work of adults in landscaping the territory of a kindergarten is a sign of human activity. We tell the children that the trees and shrubs on the site, the flowers in the flowerbed, all this was planted by the employees of the kindergarten and that they are watching all this, taking care of them, watering, weeding, loosening the ground, replanting, removing old and planting young and new plants in order to it was beautiful. Playing cognitive games, children easily memorize the rules of behavior in nature “In the forest, in the city”, “In the meadow, on the water”, “Name it in one word”, “What is superfluous”. Entering the group from a walk, the children themselves offer to play words, “let's call the words with a letter, etc.” (Dasha, Vika, Azalea, Vladik, Lera)

In drawing, children, from their own experience and design, convey their attitude to the environment “Protect the forest”, “We are friends of nature”. Children love to make up stories on a given topic and based on fairy tales on their own (I know this fairy tale, I can tell the story myself from the pictures).

To develop the creative thinking of children, it is necessary to teach them to choose from all the information they know the one that is needed to solve a specific problem. The worldview of a child, to a greater extent than that of an adult, is based on feelings and emotions from a meeting with nature.

Tatyana Borisovna Gulko
Ecology and TRIZ (from work experience)

ecological the state of our planet and the trend towards its deterioration require that living people understand the current situation and a conscious attitude towards it.

ecological Education means familiarizing children with nature. Nature is an inexhaustible source of enrichment. Children are constantly in one form or another in contact with it. They are attracted by green forests and meadows, bright flowers, butterflies, beetles, birds, animals, falling snow flakes, streams and lawns. The infinitely diverse world of nature arouses in children a keen interest, curiosity, it arouses their interest in play, labor, and artistic activity. However, not everything can be correctly understood by children when they communicate with nature on their own, and the correct attitude towards plants and animals is not always formed.

I wonder: What do children know about nature? What is their attitude towards her?

My observations have shown that preschoolers show great interest in nature, but the knowledge they receive is sometimes sketchy and unsystematic.

I began to look for ways to solve these problems by defining the main content ecological education as the formation of a consciously correct attitude to nature, to its phenomena and objects.

I offer a difficult accumulation of knowledge about the world around us, and partly an independent understanding, at the suggestion of an educator, of the necessary information for the subsequent solution of natural contradictions; explanations of occurring phenomena and existing properties in the living world; to accumulate knowledge about nature and the ability to live in harmony with it.

Everyone knows that a child is happy to learn and explore what is of interest to him. Therefore, the first and main task that I set myself in work with children is to first interest the object, and then talk about it, explore, reveal its essence, relationships in the world around.

I have selected some methods and techniques and propose to teach children to decide ecological tasks with the help of TRIZ contradictions. Why is such a solution more efficient? Revealing contradictions allows the child to identify herself essence: problem. Put yourself in the place of a natural object, find those natural resources that can help solve this problem, so as not to harm others. This approach allows the child to better understand the systemic nature of the surrounding natural world, its "research" activity develops and consolidates the cognitive attitude of the child to nature.

Of great importance for the development of children's mental abilities are observations of various natural phenomena. Sky, water and earth, fields and forests, thunderstorms, wind noise, golden autumn colors, the awakening of nature in spring - all this emotionally affects the child, encourages him to speak out.

For example, observing "living clouds". I ask children questions: "Where are they going?", "What news are they bringing?", "What are they dreaming about?", “What will they tell, what will they show?”. Then I suggest to the children "revive the wind". to think speculate: Who is his mother? Who are his friends? What is the nature of the wind? What is the argument between the wind and the sun? During observation, I use the technique of empathy - I suggest that children imagine themselves in the place of the observed.

Watching the falling snow and looking at the snowflakes, they compared them with sticks, grains, beautiful stars, using a direct analogy. We noticed that snowflakes quickly melt on the palm of your hand, are clearly visible on dark objects. I introduced the children to the properties of snow in different weather. The most accessible and accurate way to show children the properties of water helped TRIZ method"Modeling by little men".

M. M. Ch. allows each of the players to experience for themselves what the simulated object feels. The essence is what needs to be imagined yourself: everything that surrounds us consists of many little people.

It is interesting to solve riddles by models: given ready (or made by children) graphic model, children guess what is shown on the model.

For example: I offer the children a card with a graphic image and I ask: "What can be shown here?"

Children's answers:

Gas in a pipe, an empty jar, a volcano, an empty refrigerator, an entrance to a cave.

Q: what if a water man runs into this riddle and stands next to the air man?

D.: water under water, a pot of boiling water, a syringe with medicine, a hose with water.

When discussing, I try not to show the children ready-made answers, situations, but to lead them with questions to the correct solution, so that they get the impression that they came up with it.

This allows you to bring up in children such necessary qualities as self-confidence, the ability to solve life problems on their own, without the help of an adult, removes the fear of coming up with something completely new, still unknown to the child.

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IN modern world The role of environmental education cannot be overestimated. The ongoing negative processes in nature are directly related to human activities. Therefore, it is very important to give children initial knowledge about nature and it is better to do this in the form of an interesting game. TRIZ technology copes with this very well.

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Environmental problems are universal problems of the Earth's population. The thinning of the ozone layer, global climate change, the depletion of the natural layer of the soil, natural resources, the decrease in drinking water reserves and, at the same time, the intensive growth of the world's population, accompanied by an increase in production capacity, frequent accidents - these are problems that affect each state. Together, they create a continuously deteriorating environment for the human being himself.

The role of environmental education of preschoolers is increasing significantly in the current situation, when pressure on nature continues to grow, natural resources are depleted, and in the future, global destruction of ecosystems.

Ecological attitude to the world is formed and develops throughout a person's life. The ability to live in harmony with nature, with the environment should be brought up as early as possible. true beauty is inherent in nature and the task of adults is to help the child see it and learn to appreciate it. As a result, when children get acquainted with nature, wide opportunities will open up for educating a personality.

The formation of a responsible attitude towards nature in preschoolers is a complex and lengthy process. Ecological education uses not only observation, communication with nature and caring for its objects, but also reading literature, playing, creativity, music. All this together gives good results. The teacher must remember: the child should have the opportunity to express their impressions in the game, creativity, in the word. Then the impressions and knowledge received by the child are consolidated, and he gradually begins to feel the connection of nature with his life.

In the context of the Federal State Educational Standard, it is very important to search for new forms and methods of working with children. The introduction of new technologies in all areas of preschool education, including environmental education.

Using the methods and techniques of TRIZ technology in my work, I assumed that the use of the methods of the theory of inventive problem solving (TRIZ) in environmental education would make it possible to turn the study of any topic of an environmental nature into an exciting “mental construction”, remove psychological inertia and actively develop in pupils such qualities of thinking as flexibility, mobility, consistency, dialectics; as well as to develop the search activity of children and the desire for new knowledge.

TRIZ enables children to show their individuality, teaches children to think outside the box, identify contradictions, properties of objects, phenomena and resolve these contradictions. And conflict resolution is the key to creative thinking. To resolve contradictions, there is a whole system of game and fairy-tale tasks in TRIZ technology.

The use of TRIZ methods and techniques in environmental education makes it possible to interest children, to arouse the desire to be researchers and environmentalists. Creative tasks do not require special equipment and can be included as part of any educational activities with kids. Creative tasks are a fun game but also a serious intellectual work, giving a strong emotional reaction that leaves a mark on a lifetime.

TRIZ technology (theory of inventive problem solving)is the youngest of the known and popular innovative pedagogical systems. It was founded by Russian scientist and science fiction writer Heinrich Altshuller. Her modern name"applied dialectics".

Purpose: to develop the imagination of children, to teach them to think systematically, with an understanding of the ongoing processes in the world around them.

The forms of TRIZ work in environmental education are diverse: but all of them are types of vigorous activity, i.e. not to force the child to play, but to create conditions for the emergence of interest in the game.

Games with TRIZ elements for older children preschool age, that can be used in environmental education

In conclusion, we can say That the use of methods and techniques of TRIZ technology in the environmental education of preschoolers allows you to easily, in game form instill in children the necessary knowledge, improve their environmental culture.

Literature:

1. Gin S.I. TRIZ classes in kindergarten. Mn., 2008

2. Zebzeeva V. About forms and methods environmental education preschoolers // preschool education. - 2004.- N 7.

3. Nikolaeva S.N. - "Methods of environmental education of preschoolers"; publishing center "Academy" 1999.

4. Korzun A.V., Kishko S.V. Ecological education of preschool children by means of TRIZ pedagogy. Mozyr, 2003

5. FGOST TO. Approved by order of the Ministry of Education and Science Russian Federation dated October 17, 2013 N 1155. //[Electronic resource]www.base.garant.ru

Purpose To systematize the knowledge of teachers in the field of TRIZ - pedagogy To give teachers a tool for specific practical education in children of the qualities of a creative personality, able to understand the unity and contradiction of the world around them, to solve their little problems.

TRIZ methodology The TRIZ methodology was invented and developed approximately 50 years ago by Heinrich Saulovich Altshuller. Initially, it was created to help in finding solutions to technical problems and contributed to the development of thinking, flexibility, consistency, logical construction and originality. The main task of this technique is to teach the child to think outside the box and find their own solutions.

Preschool childhood is that special age when a child discovers the world for himself, when significant changes occur in all areas of his psyche (cognitive, emotional, volitional) and which manifest themselves in various activities: communicative, cognitive, transformative. This is the age when the ability to creatively solve problems that arise in a particular situation of a child's life appears (creativity). The skillful use of TRIZ techniques and methods (theory of inventive problem solving) successfully helps to develop inventive ingenuity, creative imagination, and dialectical thinking in preschoolers. The goals of TRIZ are not just to develop the imagination of children, but to teach them to think systematically, with an understanding of ongoing processes, to give educators a tool for concrete practical education in children of the qualities of a creative person, able to understand the unity and contradiction of the world around them, to solve their little problems. The starting position of the Trizian concept in relation to the preschooler is the principle of natural conformity of learning. When teaching a child, the teacher must go from his nature. TRIZ for preschoolers is a system of collective games and activities designed not to change the main program, but to maximize its effectiveness.

"TRIZ is a controlled process of creating something new, combining accurate calculation, logic, intuition, as the founder of the theory G.S. Altshuller and his followers believed. The main working mechanism of TRIZ is the algorithm for solving inventive problems. Having mastered the algorithm, the solution of any problems proceeds systematically , according to clear logical steps: the initial formulation of the problem is corrected; a model is built; the available material-field resources are determined; an IFR (ideal end result) is compiled; physical contradictions are identified and analyzed; bold, daring transformations are applied to the problem.

Algorithm for solving inventive problems The main means of working with children is pedagogical search. The teacher should not give ready-made knowledge, reveal the truth to him, he should teach him to find it. If a child asks a question, do not immediately give a ready-made answer. On the contrary, one should ask him what he himself thinks about it. Invite him to discuss. And lead with leading questions to ensure that the child himself finds the answer. If he does not ask a question, then the teacher must indicate the contradiction. Thus, he puts the child in a situation where you need to find the answer, i.e. to some extent repeat the historical path of cognition and transformation of an object or phenomenon. At the first stage, children get acquainted with each component separately in a playful way. This helps to see contradictions in the surrounding reality and teach them to formulate them.

The game "Yes-No or" Guess what I thought of For example: the teacher guesses the word "Elephant, the children ask questions (Is it alive? Is it a plant? Is it an animal? Is it big? Does it live in hot countries? Is it an elephant?), The teacher only answers "yes or" no, until the children guess what was planned. When the children learn to play this game, they begin to think of words for each other. These can be objects: "Shorts," Car, "Rose," Mushroom, "Birch," Water, "Rainbow, etc. Exercises in finding material - field resources help children see positive and negative qualities in an object. Games: "Good - bad," Black - white, "Lawyers - Prosecutors, etc. Game" Black and white The teacher raises a card with the image of a white house, and the children name the positive qualities of the object, then raises a card with the image of a black house and the children list the negative quality. (Example: "Book. Good - you learn a lot of interesting things from books ... Bad - they quickly tear ... etc.) Can be disassembled as objects:" Caterpillar, "Wolf," Flower, "Stool," Tablet , "Sweetie," Mom, "Bird," Prick, "Fight," Punishment, etc. The game "On the contrary or" changelings (carried out with the ball). The teacher throws the ball to the child and calls the word, and the child answers with a word opposite in meaning and returns the ball to the leader (good - bad, build - destroy exit - entrance).

Games to find external and internal resources Example "Help Cinderella Cinderella kneaded the dough. When she had to roll it out, she found that there was no rolling pin. And her stepmother ordered to bake pies for dinner. from them; go to the store, buy a new one; you can use an empty bottle; or find a round log, wash it and roll it out; cut the dough into small pieces, and then with what - do not be hard to press. At the second stage, children are offered games with contradictions, which they solve with the help of an algorithm.Example: "Scientists have developed a new breed of hare. Outwardly, he, in general, is the same as ordinary hares, but only a new black hare. What problem will the new hare have? How to help a new hare survive? Children's answers: (It is easier for a fox to hunt a black hare ... It is especially clearly visible in the snow ... Now he only needs to live underground ... Or where there is no snow at all, but only black earth ... And he needs to walk now he needs only at night ... He needs to live with people so that they take care of him, protect him ...) The beginning of thought, the beginning of intelligence is where the child sees a contradiction, "the secret of the double. The teacher must always encourage the child to find contradictions in or other phenomenon and resolve.Resolving contradictions is an important stage in the child's mental activity.For this, there is a whole system of methods and techniques used by the teacher in game and fairy-tale tasks.

The method of focal objects (FFO) is the transfer of the properties of one or several objects to another. For example, a ball. What is he? Laughing, flying, delicious; telling bedtime stories... This method allows not only to develop imagination, speech, fantasy, but also to control your thinking. Using the MFI method, you can come up with a fantastic animal, come up with a name for it, who its parents are, where it will live and what to eat, or offer pictures of "funny animals," pictograms, name them and make a presentation. For example, "Left monkey. His parents: a lion and a monkey. Lives in hot countries. Runs very quickly on the ground and deftly climbs trees. Can quickly run away from enemies and get fruit from a tall tree ... , as a set of elements interconnected in a certain way, conveniently functioning with each other. Its purpose is to determine the role and place of the functions of objects and their interaction for each sub-system and over-system element. For example: System "Frog", Subsystem (part of the system) - paws, eyes, circulatory system, Supersystem (a more complex system, which includes the system under consideration) - a reservoir. The teacher asks questions: "What would happen if all the frogs disappeared ?," What are they for?, "What use do they bring? (Children offer options for their answers, judgments). systemically and if one link of this chain is broken, then the other link (another system) will certainly be broken). the sides of which are depicted figures of "little men and iconic interactions between them) helps the baby to make the first discoveries, conduct research work at his level, get acquainted with the laws of animate and inanimate nature. With the help of such "little men, children make models" Borsch, "Volcanic eruption, etc.

Fantasizing Techniques: Do the opposite. This technique reverses the properties and purpose of the object, turns them into anti-objects. Example: anti light makes things invisible, while light makes things visible. Increase decrease. Used to change a property of an object. With it, you can change the size, speed, strength, weight of objects. Increase or decrease can be unlimited. Dynamics - statics. Used to change the properties of an object. First you need to determine which properties of the object are constant (static) and which are variables (dynamic). To get a fantastic object, you need to turn constant properties into variables according to the "dynamics" method, and according to the "statics" method - variable properties into constants. Example: A computer modified according to the "dynamics" method could change shape (turn into something). And a person modified according to the "statics" method would have the same height all his life, starting from a year old (the height of an adult). A special stage in the work of a teacher - a Trizovian - is working with fairy tales, solving fairy-tale problems and inventing new fairy tales using special techniques.

Collage of fairy tales new fairy tale based on fairy tales already known to children. "This is what happened to our book of fairy tales. In it, all the pages were mixed up and Pinocchio, Little Red Riding Hood and Kolobok were turned into mice by the evil wizard. They grieved, grieved and decided to seek salvation. We met the old man Hottabych, and he forgot the spell ... Then the creative begins joint work of children and educator Familiar characters in new circumstances This method develops imagination, breaks habitual stereotypes in children, creates conditions under which the main characters remain, but fall into new circumstances that can be fantastic and incredible. . New situation: on the way of the girl there is a gray wolf. A tale from a rhyme (E. Stefanovich) - Not a healer, not a witch, not a fortune teller, But the Spoon knows about everything that is in the Bowl. (In the early morning, the ordinary spoon turned into a magic one and became invisible...)

Rescue situations in fairy tales This method serves as a prerequisite for composing all sorts of plots and endings. In addition to the ability to compose, the child learns to find a way out of sometimes difficult circumstances. "Once a kitten decided to swim. He swam very far from the shore. Suddenly a storm began, and he began to sink ... Suggest your options for rescuing the kitten. Fairy tales, in a new way. This method helps to take a fresh look at familiar stories. An old fairy tale - "Tiny - Khavroshechka A fairy tale in a new way -" Khavroshechka is evil and lazy. Tales from "living drops and blots. First you need to teach children how to make blots (black, multi-colored). Then even a three-year-old child, looking at them, can see images, objects or their individual details and answer the questions: “what does your or my inkblot look like?” “Who or what does it remind you of? then you can proceed to the next stage - circling or drawing blots. Images of "living drops, blots help compose a fairy tale.

Modeling fairy tales First, it is necessary to teach preschoolers how to compose a fairy tale according to a subject-schematic model. For example, to show some kind of object or picture, which should be the starting point of children's fantasy. Example: a black house (this can be the house of Baba Yaga or someone else, and it is black because the one who lives in it is evil ...) At the next stage, you can offer several cards with a ready-made schematic image of heroes (people, animals, fairy-tale characters, phenomena, magical objects). Children only have to make a choice and inventing a fairy tale will go faster. When children have mastered the simplified version of working with diagrams for a fairy tale, they will be able to independently draw a diagram for their invented fairy tale story and tell it based on the model. The work of a trizov teacher involves conversations with children on historical topics: "Journey into the past of clothes," Dishes tell about their birth, "The history of a pencil, etc. examining an object in its temporal development allows us to understand the reason for constant improvements, inventions. Children begin to understand what to invent means to solve a contradiction.On walks with preschoolers, it is recommended to use various techniques that activate children's imagination: revival, dynamization, changing the laws of nature, increasing, decreasing the degree of impact of an object, etc.

TRIZ on a walk On walks with preschoolers, it is recommended to use various techniques that activate children's imagination: revitalization, dynamization, changing the laws of nature, increasing or decreasing the degree of impact of an object, etc. For example, the teacher addresses the children: “let's revive the tree: who is its mother? Who are its friends? What does it argue with the wind about? What can the tree tell us? did you turn into a flower? What do you dream about? Who are you afraid of? Someone you love? In the development of mental activity of preschoolers, a special role is played by entertaining tasks and educational games that contribute to the development of creative and independent thinking, reflection, and, in general, the formation of intellectual readiness for learning at school.

Preparatory stage You can start with game exercises like "Draw," Finish, "Compose a picture from geometric shapes, "What does it look like ?," Find similarities, "Find differences. For further development of creativity, imagination, independence, attention, quick wits, tasks with counting sticks are offered. First, simple ones ("build a house of 6, 12 sticks), then more difficult ( which stick should be placed so that the house looks in the other direction?). At the main stage, it is advisable to use games - puzzles (arithmetic, geometric, alphabetic, with laces), chess; compose riddles and make and guess crossword puzzles. The riddle is a serious exercise for the mind, the most important way to increase knowledge and a means of exercising wit. "Riddle-learners Who knocks like a drum On a pine tree ... (woodpecker) Ah, what a fine fellow I am, Red, round. (Tomato) Children really like such riddles, they raise their emotional mood, teach them to concentrate, show mental activity. Games - exercises help to teach children to classify, establish cause-and-effect relationships: "What is superfluous?", "What first, what then?" Games: "Logic train," Big Lou - Lou. Children make up a logical chain of words from pictures, explaining how they are connected. Example: book - tree - linden - tea - glass - water - river - stone - tower - princess, etc. When preparing children for school, it is advisable to use exercises and tasks: For general development; To test the inertia of thinking; On the use of fantasy techniques.

In order to obtain the necessary skills to use TRIZ techniques and methods, it is good to use “mind simulators” The set of exercises “Mind simulator: Simulator Repeat the words in the same order (no more than 6 words) Window, ship, pen, coat, watch; 2. Remember how looks like your kitchen. Without going there, list the items that are in sight (you can specify the details: color, size, shape, special signs). 3. One of these words is superfluous. Which one? - Bread, coffee, iron, meat . Why?

Simulator 2. (Exercises with numbers) 1. How to get numbers: 0, 2, 5... using numbers and mathematical signs. 2. Continue the number series 2, 4, 6. What number should be in place of the question mark? (Count by bars) ? Game "Skeleton" Certain combinations of consonant letters are offered. For example: KNT or ZB. To find a word, you need to add vowels to it. You can get words: KNT (rope, whip, edging) ZB (tooth, goiter, hut, plowing) 5. Difficult task (after the walk) 1. How many men, women, children have you met or seen? 2. What cars were parked, which cars passed by? 3. Did anyone walk with a dog? Describe it. 4. Were there cyclists on the street? 5 Have there been people with baby strollers? Look at the picture and make up a story. For example: a traveler is packing a backpack for a hike: he prepared an hatchet, a knife, a rope, he cannot find a second shoe, and the clock shows that he will go out in 15 minutes, etc. Come up with a fairy tale using the depicted objects (bell, ladder, crown, basket of apples, jug, comb, rose, snake, ax, chest).

Simulator Compose an advertisement for a newspaper so that catches begin with one letter. Example: for sale singing fluffy parrot Goody, five years old, half green. Prefers to eat cookies, drink Pepsi-Cola. Please come see. Text of the telegram: Urgent message: "The dog ran away Drying, light brown, medium height. Report urgently. I miss you 2. Make a chain of words (association) Source word. Book - leaf - tree - linden - tea Simulator 4. Tasks for checking the inertia of thinking Required quickly answer the questions of tasks. You can think at the same time, but not for long. 1. How many fingers are on 2 hands, and on 4? 2. He sits in a swamp in French. Who is this? (explain since when the frogs began to speak, and even in French). 3. Two people approached the river. How can they cross to the opposite bank. If there is an ode for a single boat. It is rather cold outside, but not quite winter the river has not frozen. 4. Like a deaf and dumb in a hardware store explain to the salesperson that he needs a hammer, but how can a blind man ask for scissors?

Simulator 5. Consistency and system analysis. 1. Find an extra word in each line Chair, table, snake, tripod, horse (common subsystem - legs). Flask, desert, sea, aquarium, bottle (common subsystem - water). 2. I propose a system, pick up the words included in this system: Forest - hunter, wolf, trees, bushes, path. River - coast, fish, fisherman, water, mud. City - cars, buildings, streets, bicycles, etc. 3. Make a chain of subsystems for the "table lamp" system. It can be such a chain: table lamp - light - lamp - glass, etc.

Simulator 6. Techniques of fantasizing. Reception "Perspectives" See what happens. Aliens arrived from a distant planet and landed in our city. They have some insidious plans and in order to fulfill their secret plans, they turned off the light throughout the city. The city plunged into darkness: the included lamps and lanterns do not shine. In order to prevent aliens from taking over the city (country), one must somehow get to where they turned off the power system, turn it on and interfere with their plans. How to do it? At the same time, do not fall into the hands of aliens, and in the dark they navigate very well. The technique of "increase or" fiction. Waking up one morning, the residents of our city saw that the grass in the city "has grown to the fifth floor. What will happen next? Who will like it and who will not? What problems will the residents of the city have? What will be the consequences? Reception "decrease. Invite the children to reduce all the cars in the city to the size of children's, toy cars. How then will people solve problems with transport? How to use reduced cars? After the practical application of the "mind simulators", a game training is carried out to test the ability to master the skills of creative thinking. "ATTENTION! RATING! The use of TRIZ methods and techniques in work makes it possible to note that toddlers have almost no psychological barriers, but older preschoolers already have them. TRIZ allows you to remove these barriers, remove the fear of the new, the unknown, form the perception of life and educational problems not as insurmountable obstacles, but as the next tasks that need to be solved. In addition, TRIZ implies the humanistic nature of learning, based on solving relevant and useful problems for the environment. Tutor Fatkulina V.V.

Lesson 1 Contradictions in the weather 1. Acquaintance with the teacher's assistant 2. Dialogue with the Toy about the weather 3. The outdoor game "Sun and rain" 4. Discussion with children of contradictions in the weather 5. Summarizing Lesson 2 Contradictions in objects 1. Classification of toys according to various featured 2. The outdoor game "Run away!" 3. Discussion of contradictions in subjects

Lesson 3 Contradictions in subjects (continued) 1. Conversation about professions 2. Game "Tamers" 3. Didactic game "Shop" 4. Summarizing Lesson 4 Contradictions in situations 1. Contradictions in illness 2. Game "Cold" 3. Analysis of situations 4. Summing up

Lesson 5 Contradictions in size 1. Analysis of the problem situation 2. Game "Big little" 3. Exercise "Put in order" 4. Summing up Lesson 6 Contradictions in quantity 1. Analysis of the problem situation 2. Game "Many little" 3. Contradictions in number 4. Summing up

Lesson 7 Opposite signs 1. Contradictions in winter 2. Attention game 3. Problem situation 4. Summing up Lesson 8 Generalizing lesson on contradictions Lesson 9 Human subsystems 1. “Assembling a robot” 2. Game “Arms, legs, head” 3. Discussion "What for what?" 4. Summing up

Lesson 10 Item Subsystems: Teapot Object 1. Discussion “Which teapot is best?” 2. Relay game "Fill the kettle" 3. Analysis of subsystems 4. Summing up Lesson 11 Subsystems of objects: the object "car" 1. Analysis of subsystems 2. Game "Traffic light" 3. Discussion "What are the machines for their intended purpose" 3. Discussion " What are the machines for their intended purpose "4. Summing up

Lesson 12 Generalizing lesson on subsystems 1. Discussion "Constructors" 2. Game "Who is more?" 3. Composing riddles 4. Debriefing Activity 13 The little man method 1. Discussion “What is not divisible?” 2. Game "Name the solid" 3. Staging by little people 4. Summing up

TRIZ exercises Elder sister locked herself in the room and does not let her brother in. How can a child solve a problem? You can complain to mom, bang on the door, cry ... The boy found effective method. Pulling a chair to the door, he said to the girl: "That's it, now you're locked up and you won't be able to get out." The door opened immediately. The TRIZ methodology is aimed at teaching preschoolers to find non-standard and effective ways problem solution. Exercises to reveal the functions of the subject 1. "What can he do?". The host calls the subject, and the children tell what he can do. For example, a bicycle can roll, carry cargo, fall, it can be disassembled for spare parts, donated, exchanged, etc. Have the children place the item in a fantasy environment. For example, a bicycle can be “gifted” to Little Red Riding Hood. How would a bicycle help her? 2. "My friends." The leader "turns" into some object and "looks" for friends. - I am water. My friends are those who live in the water. Children run up or approach the leader, naming suitable objects. It is better to study the TRIZ method with a group of children. This way they will learn from each other. But doing tasks only with mom contributes to the development of non-standard, creative thinking. According to the TRIZ method

Exercises to find ways to develop the situation 1. "What was - what became." You can invite children to name objects made of the named material: - What is made of wood? (paper, furniture, matches). - It was a grain, but it became ... (a tree) - What was a lot, but became small? (Stars, because they are not visible during the day; snow, because it melted, etc. - It was green, but it turned yellow. What is it? Task option: we name the object, and the children tell what it is made of. 2. “ Train". Children are offered cards with images of objects in different time periods. For example: grain, spikelet, flour, dough, pie. Children make up a "train". There are many options for tasks, all of them are aimed at forming the concepts of "object in the past", "object in the present", "object in the future".

Exercises to identify relationships between objects and their resources 1. "Help Cinderella" (finding internal and external resources for solving the problem) The evil stepmother told Cinderella to bake pies for dinner. Cinderella kneaded the dough and made the filling. Now she needs to roll out the dough, but the rolling pin is nowhere to be found. Probably, the bad sisters hid the rolling pin on purpose to annoy poor Cinderella. How to proceed now? Options: ask your neighbors, buy a new one in the store, make it yourself from a log or a bottle, form cakes with your hand, etc. 2. “Collage from fairy tales” Dunno, Kolobok and Pinocchio lived in a wonderful forest. Once Kolobok went to the forest for mushrooms and did not return. Dunno and Pinocchio went to look for him. They see Little Red Riding Hood coming towards them and crying bitterly... Then the tale continues together with the child. 3. "Familiar heroes in new circumstances." We invite children to fantasize about the actions and behavior of a fairy-tale hero in a different setting. Example. I found Winnie the Pooh shoes in the forest, I decided to try them on. I just didn't know they were magical. And ended up in Africa. Around palm trees and tropical plants. The little bear was surprised, he goes and is surprised at everything. Suddenly he sees a fire burning. And around the fire Barmaley gallops. 4. "Auction". Various items are up for auction. They can be real or painted. Children need to describe the possibilities of their use. Whoever is the last to suggest a way to use the item, he takes it. - What can you do with a spoon? (eat, stir, dig, etc.)

"Legal education of preschoolers" - The right to medical care. Adults and children know everything in the world that our family best friend on the big planet. The family is to be cherished! The right to life and education in one's family. Legal education of preschool children. Remember, people cannot live without a reliable family! The right to rest. In our kindergarten, not only teach, develop, harden.

"Games for preschoolers" - Motor skills. What for? 7. Directing game. The structure of the role-playing game. Early age. speech functions. Types of statements. As if sorrow with hope Will be called from the window... Olga Igorevna's unearthly bell tower... Experimenting with language, sign systems. Yulia Kudinova. R.tel. 66-50-72. Parent. X. Child.

"Memory development in preschoolers" - Results of ascertaining and control experiments. Tasks: Influence of correctional work on the development of arbitrary memory. Conditions for conducting a diagnostic examination: Features of the development of memory in children with mental retardation. Requirements to didactic games: Consequences of memory impairment: A complex of games.

"Ecology for preschoolers" - Ecological education through familiarization of preschoolers with wildlife. Happy holiday 8 MARCH. Formation of cognitive, practical and creative skills of an ecological nature in preschool children. The purpose of our work: Formation of the beginnings of the ecological culture of the personality of preschoolers, which implies a formed ecological consciousness, environmentally oriented behavior and activities in nature, environmental protection attitude, cognitive interest in knowledge about the native land.

"Psychological health of a preschooler" - In the transition period from preschool to primary school age, the main process is the process of preparing for school. The object of the study is the psychological health of graduates of preschool educational institutions and younger students. The results of the study on the method of self-assessment "Tree" Lampen D.

"Moral education of preschoolers" - Today, material values ​​dominate over spiritual ones. Currently, there is a lot of methodological literature on this issue. The complexity of solving this problem is connected, first of all, with the age of children. Modern approaches to the moral and patriotic education of preschoolers. The attitude of people towards the motherland has also changed.