Open lesson TRIZ in the senior group. Summary of the lesson on the development of speech (using TRIZ, health-saving technologies). topic: “let's help Masha get ready for school. Video: Llull's rings
Galya Sultanbratova
using TRIZ technology in the senior group of compensating orientation
Abstract an open integrated lesson in mathematics using TRIZ technology in the senior group of compensatory orientation Topic: "The Rescue of the Princess"
Software content: Develop the ability to find non-standard approaches to solving problems; to consolidate knowledge of the number series, numbers of the next and previous, knowledge of geometric shapes; the ability to navigate the plane of the sheet; develop mental operations, attention, memory, speech; cultivate positive qualities like kindness, a sense of collectivism, dedication and perseverance.
Demonstration material: cubes - "Stones with numbers from 1 to 10", "map" with pasted geometric shapes in the center and corners; doll - "Princess"; a sheet of paper with numbers for decryption, a chest, a letter, Baba Yaga's house.
Dispensing material: a strip of paper for each child for drawing geometric shapes, pencils and colored pencils.
Stroke classes: On the table is a chest covered with a piece of cloth so that the children cannot be seen. Next to the chest is a letter.
Q: Children, see what you think is hidden under the fabric?
Children's answers….
Let's play a game "Danetka"... In order to guess what is hidden there, you will ask me questions, and I will answer them either yes or no.
The game "Danetka"
(Prompt : Is an inanimate object).
D: Is this a book?
D: Is it a toy?
D: Maybe a doll?
Children's answer options ...
Is this a chest?
The teacher removes the fabric.
C. Draws the attention of children to the letter that Baba Yaga left.
The teacher reads: Once upon a time there was a king. He had a daughter. Once the king left on his royal affairs, and the daughter remained at home alone. The princess went out into the garden for a walk. Suddenly the wind blew and carried the princess to Baba Yaga.
Q. This is what happened to the princess. We need help. What do you think, children?
Q. Guys, what do you think can be done to save the princess.
Children's answers. (Defeat the evil Baba Yaga, "Solve tasks")
Then Baba Yaga appears.
To save the princess, you need to solve difficult tasks.
Look, all the tasks are hidden in this magic chest.
1 task: pulls out of the chest "Map" secret and shows the teacher, if the children draw in the same way, then you will receive a second task.
Children are doing. There is a red circle in the center, a green trapezoid in the upper right corner, an orange triangle in the lower right corner, etc.
Take the stone with the number that comes after the number 5. Now with the number that precedes the number 4 (or standing in front of the number 4).
The next one is a stone with a number between 7 and 9, etc.
Phys. Wait a minute. Fingers rest.
Our fingers are tired
Curled up into a fist.
1, 2, 3, 4, 5 wanted to play,
Woke up the neighbors house
6, 7, 8, 9, 10 woke up there.
Everyone is having fun
But it's time to go back to everyone.
10,9,8,7, 6 curled up in a ball,
5 yawned and turned away,
4,3,2,1 back in the house
We went to the hut, there was a lock on the door.
Q. Guys, what should we do, how to get into the hut?
Children's answers ...
E. Open with a key.
B. Ya. That's right, you can open it if you find the key.
Baba Yaga gives a task: You need to unravel the magic record.
Children sit down at tables. In front of them is a sheet of paper with a magic note.
Circle from number one to number 2, from number 2 to number 3, etc.
(They drew a key. With this key they opened the hut and saved the princess).
Q. Guys, let's tell the princess what difficulties did you encounter on the way?
What was the hardest task? Etc.
Children say goodbye to Yaga and return to group.
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The minds of babies are free from stereotypes and patterns, they are truly active and open to cognition of the vast world around them. The non-standard perception of the world allows children to have charming spontaneity and purity, delightful ingenuity, the ability to be surprised and notice what sometimes serious adults cannot see. No wonder they say that the mouth of a baby speaks the truth. In recent decades, one of the most popular methods in kindergartens has been a version of the TRIZ technology (theory of inventive problem solving) adapted for preschoolers, aimed at unleashing the creative potential of children, which is very important.
Goals and objectives of TRIZ pedagogy in kindergarten
The theory of inventive problem solving (TRIZ) was born in the fifties of the twentieth century thanks to the intellectual efforts of the Russian scientist and science fiction writer Heinrich Saulovich Altshuller, who developed this concept on the basis of the thesis "creativity in everything" - in the formulation of a question, presentation of material, techniques and methods of work. He relied on the statement of L. S. Vygotsky that the child perceives the programmatic moments of learning to the extent that they correspond to the nature of his “I”, that is, the teacher must work in accordance with the principle of being different from nature. TRIZ methods and techniques have universal properties, have different levels of complexity, they are used in kindergarten from the age of three.
Each child is initially talented and even genius, but he must be taught to navigate in the modern world in order to achieve the maximum effect at a minimum cost.
G. S. Altshuller
Heinrich Saulovich Altshuller was an outstanding scientist who was distinguished by kindness and foresight
The strategic goal of TRIZ-pedagogy is the comprehensive development of the child's creative abilities. Tasks of using TRIZ technology:
- development of non-standard, systemic, relaxed, large-format, flexible thinking, the ability to track subtle cause-and-effect relationships, see the logical patterns of occurring phenomena and events;
- formation of a holistic picture of the world;
- fostering interest in search activities, the desire to develop unusual options for solving the problem;
- development of speech, memory, creative imagination.
The strategic goal of TRIZ-pedagogy is the development of the child's creative potential
The fundamental difference between TRIZ and the generally accepted traditional methods of teaching and upbringing is the desire to form the heuristic skill of independently searching for answers to questions, detecting the problem grain of the problem, rather than automatically and thoughtlessly reproducing the algorithm proposed by adults.
The algorithm for solving any problems is built in a certain logical sequence of stages:
- Competent formulation of the task, identification of the problem (solving riddles, deciphering metaphors, children independently determine the tasks).
- Revealing and understanding contradictions (good-bad, good-evil).
- Definition of resources (children find out what the object can do, what actions it performs).
- Optimal expected result (expectations based on actual conditions).
- Modeling various solutions, resolving contradictions (exercises, role-playing games, puzzles, rebuses, etc.).
- Unexpected, bold solutions.
TRIZ technology can be an effective tool for the development of analytical and structural thinking
Advantages of using TRIZ elements:
- is a universal toolkit, applicable during compulsory lessons, play activities, regime moments;
- allows you to reveal the individuality of each child;
- stimulates the exchange of original ideas;
- helps to feel the taste of success in achieving your goals;
- stimulates creatively active independent thinking;
- develops children's imagination, which is embodied in play, practical, artistic activity;
- helps to form a personality capable of offering a non-standard solution, find a way out of a difficult situation, help others look at the problem from a different angle.
Video: Five Steps to Creative Thinking (Master Class)
Video: a lesson with TRIZ elements (the outside world)
Methods and techniques of TRIZ technology
Let there be as many creative people as possible, the creator will always understand the creator. And the world will change for the better.
L. E. Belousova
Brainstorm
Brainstorming - the most promising from a practical point of view are selected from a large number of expressed solutions and creative ideas. This method can be called a "lifesaver", because with its help children can find a way out of a difficult situation (how to save the Snow Maiden, how to draw without a brush, how to transfer water in a sieve, etc.).
Organizing and conducting a brainstorming session:
- Preparatory stage:
- clear and understandable formulation of the problem,
- formation of a team of participants and distribution of roles,
- selection of the host.
- The main stage. The teacher encourages the creative passion and enthusiasm of his pupils, does not criticize, does not evaluate, does not limit the expressed thoughts and proposals. Even the most absurd and daring ideas are listened to and accepted for discussion. Main stage content:
- development,
- combination,
- optimization of ideas.
- The final stage:
- critical analysis,
- grade,
- selection of the most valuable ideas.
During a brainstorming session, the most promising ideas are selected from a large number of proposed solutions.
Examples of discussion questions:
- how to prevent the bear from destroying the teremok;
- how to perform a melody without musical instruments;
- how to tell a fairy tale without words;
- how to draw without paints;
- where to find summer in winter;
- how not to stain the floor with dirty shoe soles.
Synectics
The method was formally proposed by William Gordon in the early sixties. The purpose of the method is to introduce the unfamiliar, to move away from the familiar. According to the author, analogies will help develop the child's creative abilities:
Developed in the thirties of the twentieth century by a professor at the University of Berlin E. Kunze, it is used in the development of creative writing skills, when children compose a new, often unpredictable, fairytale plot from random words chosen at random from a book that denote characters, objects, actions, etc.
The catalog method contributes to the development of children's imagination
Focal Object Method
It is a logical continuation of the catalog method. The method contributes to overcoming the inertia of thinking, the development of imagination, since the children are faced with the task of transferring the properties of one object to another, which, of course, breaks the stereotypes of perception. Object cards are used for games, children name the characteristic features of these objects, then transfer them to other objects.
- Game "Surprise" (senior group). The material is cards depicting various objects (an elegant dress, a children's toy car, a bright ball, a balloon, a doll, a book, etc.). Two participants choose cards and name the features of the depicted objects, for example, "a beautiful, high-speed car with automatic control" or "an interesting, large book with fairy tales." Then the teacher invites the children to “exchange” properties and re-tell about their subjects, but with new signs: “I have a beautiful book with automatic control, which itself tells fairy-tale stories. And I have a big car for fairy tale characters. "
- The game "Inventors" (middle group) invites kids to design pieces of furniture, technical devices, unusual buildings, to come up with a nonexistent fantastic animal, for example, "Bunny" - was born in the family of a hare and a monkey, lives in the forest, runs fast, deftly climbs trees, jumping from branch to branch, loves sweet fruits and juicy vegetables.
System analysis (system operator)
The method helps to form a holistic picture of the world, develops "multi-screen" thinking, as it teaches to see the interaction of objects in unity and opposition, to be aware of the movement of time, as well as to understand and evaluate the role and place of each object. System analysis value:
- Helps to understand what parts (subsystem) consists of and an element of which whole (supersystem) the object (system) is; introduces the actions and functional properties of individual parts, allows you to understand in which subsystems and systems these parts are combined, which vertical (from bottom to top) form.
System operator. Object - fox cub
- Promotes the formation of the ability to analyze the actions of an object, taking into account the time scale (past, present, future) at the level of the system, subsystem and subsystem.
System object (timeline). Object - bow
- System: hare.
- Subsystem: eyes, nose, long ears, soft paws, fluffy tail.
- Supersystem: forest animals.
- The past: before the hare was a little hare, the mother hare took care of him, she fed him milk, taught him how to get food, hide from predatory animals.
- Present: now the hare is an adult, he is beautiful, strong, agile and fluffy.
- Future: the hare will grow up, turn into an old, wise hare who will take care of his grandchildren.
- Antisystem: the hare is afraid of the wolf, therefore, the wolf hunts the hare and can eat it.
In working with older preschoolers, an extended, nine-screen version of the "Magic Screen" technique is used; for younger preschoolers, three or five elements are used, located in a horizontal or vertical row. In a similar way, you can build an interesting informative conversation during games and walks, for example, about why it is raining, snowflakes fall, a rainbow appears, birds and butterflies fly, trees and flowers grow, etc.
How to Master Systems Analysis: Lull's Rings
Lull's rings help to master system thinking - an effective multifunctional game tool that is used in all types of educational activities (mathematics, speech development, musical education, literacy training) and consists of three rotating circular zones:
- small circle - cards with the image of objects participating in a plot-role-playing game (fairy-tale heroes, a person, an animal, an object, etc.);
- middle circle - attributes for the game (magic wand, steering wheel, syringe, hole, nest, etc.);
- large circle - actions of objects (saves the princess, rides, heals, runs, etc.).
Llull's rings are an effective multifunctional play tool that is used in all types of educational activities
- Game "Fairy tale in a new way". Two rings are untwisted, then the child models a story using a randomly dropped combination of two cards (a fairytale hero and an attribute of a fairy tale). It is necessary to compose the plot of a fairy tale, considering, for example, such unusual pairs as Cinderella and the Golden Key, Pinocchio and boots-runners, Cheburashka and a flying carpet, etc.
- Game "Who is whose baby". Circles with the image of animals and cubs. A paradoxical situation is discussed, for example: "How will hares raise a wolf cub, and a chicken a fox?"
Video: Llull's rings
Morphological analysis
Morphological analysis is a combinatorial method, the essence of which assumes the birth of a new original creative solution or image by a systematic enumeration of all theoretically possible solutions or characteristics of an object. The morphological table consists of two coordinate axes - horizontal (object) and vertical (signs). The morphological box includes a larger number of axial lines, for example, there can be several objects (child, teenager, old man), the list of characteristics expands (clothing, mode of movement, appearance, character).
Example: an arbitrary choice of characteristics gives very interesting new images, for example, Karlson is a cute, obedient child, dressed in a festive costume, living in an enchanted castle and moving on roller skates. Such a fun game opens up new opportunities for children's artistic experimentation and the development of imagination.
The morphological table consists of two coordinate axes - horizontal (flower) and vertical (color, shape, quantity, shape)
Danetka
Rather a game than a method, Danetka teaches you to formulate questions accurately and clearly, highlight the most significant signs, and systematize objects according to general characteristics.
Rules: children guess the object with the help of leading questions, which they themselves formulate, you can only answer "yes" or "no". Initially, questions of a general nature are posed (this is a person, an animal, a mechanism, a plant, etc.), then more directed and clarifying.
Danetka is a method that teaches you to accurately and clearly formulate questions, find the most important signs, systematize objects according to general characteristics
"Gold fish"
The method teaches to distinguish between the real and the fantastic, to see the interpenetration and interweaving of these two worlds. Analysis of a fairy tale from the point of view of separating real and fantastic events:
- the old man threw the net and pulled out a fish - a real situation;
- caught a talking Goldfish - unrealistic, since aquarium fish do not live in the sea.
Hypothesis: on the deck of a ship sailing around the world, an aquarium crashed, and the goldfish got into the sea. Thus, the hypothesis helps to step over from a fabulous, fantastic situation into a real one.
Typical methods of fantasizing - six faithful friends-wizards help the child to get comfortable in the world of fantasy, who can turn an adult into a kid, transform a stone into a human or an animal, go on a journey in a time machine, connect the fragments of a broken vase.
Modeling by little people develops an understanding of the essence of natural phenomena, the composition of matter. Fairy tale characters behave differently in different substances, for example, in solid bodies they are inseparable, motionless and firmly pressed against each other, in liquid bodies they are next to each other, but not so close, finally, in gaseous bodies they are very playful and constantly move. Therefore, through experimentation, children come to the conclusion that when water turns into ice, people change their character and behavior.
Modeling by little people is valuable for its simplicity and clarity
TRIZ technology classes in kindergarten
Each teacher is interested in making sure that the children in the lesson are not bored, and they carry out the tasks as consciously as possible, while showing independence and creativity.
Types of occupation:
TRIZ-lesson plan
A TRIZ lesson is held in the same time frame (15 minutes - junior group, 20 minutes - middle group, 25-30 minutes - senior and preparatory) as the traditional one and in a similar structure, but the filling of the stages differs in specific tasks and exercises corresponding to the logic of solving inventive problems.
- Stage one (introductory, motivating) - awakening interest, identifying a problem, setting a problem, formulating a topic for a lesson. Instrumentation: morphological analysis, synectics (clues in the form of metaphors, riddles, elements of theatrical performance).
- Stage two (main) - clarification of contradictions, clarification of the resource base with the help of games, modeling of possible solutions using the methods of TRIZ.
- Stage three (reflection) - choosing the optimal solution, self-esteem and introspection (What did you do? What did you learn? What worked and what didn't?), Tracking the logical chain of reasoning. Toolkit: introduction to the operation of the system operator element, the use of morphological analysis.
Table: summary of the lesson in the preparatory group "Visiting the Fairy Tale", author Natalia Olegovna Paraunina
| Purpose and objectives of the lesson | Objective: To continue teaching children creative storytelling using TRIZ technology. Educational tasks:
|
| First stage (introductory) | The chairs stand in a semicircle near the board. Each chair has a landmark (flower). Children go to the music "Visiting a Fairy Tale", get up near the teacher. Q: “There are many fairy tales in the world Sad and funny But live in the world We cannot live without them. Everything can happen in a fairy tale Our tale is ahead. We knock on the door of the fairy tale Fairy tale, wait for us on a visit. Q: Today we are going to visit fairy tales. “If you name a fairy tale, You will take the flower with you. " Q: What is your favorite fairy tale? Children call, the teacher hangs a "flower" on each child's neck - reference point. Q: These are unusual flowers - they will help you travel through fairy tales. "All the flowers swayed We found ourselves in the land of fairy tales ”. Children sit on chairs, each has its own reference point on the back. |
| Second stage (main) | Q: Children, the magician put on "invisible hats" for fairy-tale heroes, so now we will only hear their voices. Listen carefully and call quickly. Audio recording sounds. Children name characters. Voice: Brother - Ivanushka, Mashenka, Zolotaya Rybka, Carlson, Princess - frog. Winnie the Pooh, Mom Goat, Fox, Emelya, Morozko, Ivan the Fool. Q: Well done! You recognized all the heroes, but the wizard continues to perform tricks. On the blackboard is a poster "Fairy Tangle". Q: See what he did? D: He mixed up all the tales. Q: And what tales did he mix up? Name them. D: "Puss in Boots", "Cinderella", "Little Red Riding Hood", "Masha and the Bear", "The Frog Princess", "The Princess and the Pea", "By the Pike's Command", "Zayushkina's Hut", "Hare is a boast ". Q: Right. And what did the magician confuse in the picture? D: Cinderella is allowed to try on a crystal slipper, not boots. It is not the puss in boots that tries on the shoe, but the prince. The bear is not carrying the Frog Princess, but Mashenka. The princess on the Gorshin sleeps not on the stove, but on the feather bed, but on the stove from the fairy tale "By the Pike's Command." Little Red Riding Hood meets not a hare, but a wolf. (The teacher removes the poster from the board). Q: “We all have solved fairy tales And they found all the heroes. We need to go further. " (Children stand up one after another and follow the teacher). Q: "We will go along the path Let's cross the bridge. " ("Bridge" - two arcs. Children pass between them). Q: The one who calls the word the other way around, he will pass over the bridge. Flowers will help you find your place. - Merry - sad, - kind angry, - Brave - cowardly, -Old - young, -Strong - weak, -Healthy - sick, -Smart - stupid, - Polite - rude, - Well-fed - hungry, - Mighty - weak, - Mischievous - obedient, - Lazy - hardworking. The "bridge" is removed. To the left of the window is an easel. Flowers on the floor - landmarks. Children stand up, each one, near their landmark. On the easel there are “shadows” of fairy-tale characters. Q: The wizard hid the heroes. If we solve them, we will rid them of the magic. " Q: We name the shadow, turn it over, whether we guessed it correctly. D: This is Baba Yaga, Puss in Boots, King, Emelya, Little Mermaid, Buratino, Serpent Gorynych. (As they are named, the children turn over the illustrations, there is a color image). Q: You have recognized all the heroes, now we will rest. Gymnastics for the eyes. We came to a wonderful forest. (Eyes drew a circle to the right). There are many fairy tales and miracles in it. (Circle to the left) On the left are pines - on the right are spruces, (With eyes to the right and left) Above is a woodpecker, fat and fat. (Eyes up and down) Open your eyes, close. And hurry home. Q: Go to the window. Look at the circle on the window, look at the house. How many windows on the ground floor are light on? Count. Look at the circle. On the top floor? Q: Well done! Back to our chairs Q: While we were traveling, the wizard visited here again and left us portraits, but unusual, portraits - lines. Q: What line is it? (The teacher shows a wavy line on the board). D: It's a wavy line. Q: What kind of character should a hero have, who can be portrayed with such a line? D: He must be kind, gentle, affectionate, hardworking, caring Q: List the heroes of fairy tales with such a character. D: Cinderella, Snow White, Swan Princess, Mashenka, Vasilisa the Wise, Elena the Beautiful. Q: Right, but why? D: They are all kind, generous, caring, affectionate, gentle. (The teacher hangs a portrait of Cinderella on the board next to the line). (There is a broken line on the board). Q: Do you think a broken line can be used to draw a kind character? D: No. Q: What does this line look like? D: It looks like a lightning, like thorns, like needles. Q: So, what kind of character can the characters be depicted by this line? D: They are evil, cruel, heartless, envious. Q: List them. D: Kashchei-Immortal, Serpent Gorynych, Baba Yaga, Miracle Yudo. (Together with the line of the character-Snake Gorynych). Q: Right, what is the name of this hero? D: His name is Ivan Tsarevich. Q: What line can you draw it with? D: Can be drawn with a straight line. Q: Why? What is his character? D: He is kind, strong, courageous, brave, brave, mighty, wise. Q: List the heroes who have this character. D: Ivan is a peasant son, Ivan is Tsarevich, Prince Guidon, Tsar Saltan, Elisha. (On the board is the character of Ivan Tsarevich and a straight line.) (The teacher hangs out Pinocchio and a line depicting an arc). Q: Why did I put this line next to this hero? What's his name? D: His name is Emelya. Q: What is his character? D: Cheerful, mischievous, funny. Q: Why such a line? What does it look like? D: It looks like a smile. Q: What characters with this character do you know? D: Emelya, Pinocchio, Peter Pan, Carlson. Q: Well done! You have correctly told about the heroes. And now you yourself will turn into fairy-tale characters. Music sounds, children get up, leave the chairs, build a circle. Psycho-gymnastics. Q: What is this masquerade? Both animals and birds parade, You can't figure it out Where is the squirrel, where is the hedgehog. Get ready and watch! A fabulous animal freeze in place. Fairy tales came to visit us. Determine who is who. Pinocchio and Kashchei, And Malvina and the villain. Get ready and watch! A figure from a fairy tale freeze in place. (Children go to their chairs). Q: And now we will compose our own fairy tale. "Let's play with a cube, We will compose a fairy tale ”. (On the easel there is a plan of fairy tales). Q: The first step is to roll a dice, count how many fell out, look for a scheme, this is the beginning of a fairy tale. We make an offer. We throw the dice again - we count, we make up the second sentence according to the dropped scheme. Just five steps. Our fairy tale should be interesting, complete, a miracle, magic should happen in it. It should contain fairy-tale heroes and good to defeat evil. (Children compose a fairy tale according to the fallen out schemes, the teacher guides, asks questions). |
| Stage three (reflection) | Q: Well done! So it's time for us to return. Did you enjoy visiting fairy tales? D: Yes. Q: What did you like? What do you remember the most? (Children answer) Q: Believing in a fairy tale is happiness, And to the one who believes A fairy tale will definitely open all doors. " The teacher distributes medals - souvenirs. |
Table: examples of topics for training in the TRIZ methodology
| "Tips for a cheerful Kolobok" (middle group) | Complex lesson on the development of imagination. Purpose: development of children's creative imagination in speech and visual activity based on TRIZ elements. Equipment:
|
| "A journey through fairy tales" (older group) | Purpose: To consolidate children's knowledge of fairy tales and their names. Tasks:
Materials and equipment:
|
| "The world around us" (senior group) | Tasks:
Equipment:
Vocabulary work: highlighting the first sound in a word. |
| "Save the princess" | Lesson on the development of speech and familiarization with the literature. Goals:
Material:
|
| "Seasons" (preparatory group) | Target. To develop the creative and musical abilities of children in the process of consolidating knowledge about natural phenomena at different times of the year. Tasks:
Equipment:
Musical repertoire:
|
| "How the chanterelle hid the rabbits" (middle group) | Complex lesson. Goals:
Material:
|
| "Chest with riddles" (middle group) | Classes to familiarize yourself with the world around you. Software content:
Materials and equipment:
|
| "Ant Story" (older group) | Cognitive development. Tasks:
Subject-spatial developmental environment:
|
| "Listen with all your ears" (middle group) | Integration of play activities in the cognitive and experimental development of preschoolers. Purpose: familiarization with the types and functions of the ear, its structure. Tasks:
Dictionary activation:
Material:
|
| "Visiting the Princess Droplets" (middle group) | Purpose: to show children the importance of water in human life. Tasks:
Material for the lesson:
Preliminary work:
Subsequent work: inventing and drawing a magic fish using the Wonderful Things game (method of focal objects). |
Table: card index of TRIZ games
| What can he do? (game for children from 3 years old) | Purpose: the formation of the ability to identify the functions of the object Game rules: The host names the object. (The object can be shown or guessed using a Yes-No game or a riddle). Children must determine what the object can do or what is done with its help. Game progress: Educator: TV. Children: Can break down, can show different films, cartoons, songs, can collect dust, turn on, turn off. Q: What can a ball do? D: Jump, roll, swim, deflate, get lost, burst, bounce, get dirty, lie down. Q: Let's dream up. Our ball got into the fairy tale "Kolobok". How can he help Kolobok? Note: You can move the object to fantastic, unrealistic situations and see what additional functions the object has. The basis of personal culture. Q: A polite person is what kind and what can he do? D: Greet, politely see off guests, take care of a sick person or dog, he can give up his seat on the bus or tram to an old woman, and also carry a bag. Q: More? D: Help another person out of trouble or a difficult situation. Q: What can a plant do? D: Grow, drink water, blossom, close, it can sway from the wind, it can die, it can smell delicious, and it can not taste good, it can inject. Q: What can an elephant do? D: An elephant can walk, breathe, grow. The elephant gets its own food, transports goods, people, performs in the circus. He helps people in the household: he even carries logs. Q: What can rain? D: Dissolve the ice. |
| Sooner-later (from 3 years of age) | Purpose: to teach children to make a logical chain of actions, to consolidate the concepts of "today", "tomorrow", "yesterday" ... to develop speech, memory. Rules of the game: The presenter names a situation, and the children say what happened before, or what will happen after. Can be accompanied by a show (simulation of the action). For clarity, you can use the time axis, where you will see a step-by-step sequence of events forward or backward. Game progress: Q: We are now with you for a walk. What happened before we went out for a walk? D: We got dressed for the walk. Q: And before that? D: Before getting dressed, we folded toys, and before that we played builders, and even earlier we had breakfast ... Q: We came from a walk. What will happen next? D: We will undress, wash our hands, the attendants will set the tables .... Q: I made a dress. What did I do before? Show me! D: You went to the store, bought fabric (the child silently shows with actions), took scissors, cut the fabric…. When consolidating the concepts of "today", "tomorrow", "yesterday" ... Q: What day of the week is it today? D: Tuesday. Q: What day of the week was yesterday? D: Monday. Q: What day of the week will it be tomorrow? And the day after tomorrow? ... |
| Locomotive (from 3 years of age) | Purpose: to teach to build logical chains, to develop attention, memory, thinking. Rules of the game: The presenter prepares 5-6 versions of the image of one object in different time periods: a tree or a bird, or a flower, a person, and so on (objects of a living system). Cards with the image of one object are handed out to the players. Game progress: The presenter is a teacher, and later a child train, and the rest of the children are trailers. The "time train" is being built. Q: Let's take the human time train. On the table there are random images of a baby, a little girl and a boy, a schoolboy, a teenager, an adult, an elderly person. Each child chooses a picture he likes. The presenter takes his own, gets up, and the child stands behind him with the next picture in meaning, and so on. (When familiarizing with the concepts of "system now", "system in the past", "system in the future"). (When expanding the understanding of the growth and development of representatives of the animal world, when observing the inhabitants of a corner of nature, as well as getting acquainted with the seasons). Q: Here is a picture of a green leaf. (Pictures of a leaf were selected in advance at different time intervals: a yellow leaf, a fallen leaf, a leaf under the snow, a small leaf with a light green color, and so on). Children choose pictures and line up in a little train. Q: What time of year is it? D: Winter. Q: What happens in winter? D: It's snowing, frost. Q: Is that good? D: You can go sledging. Q: Why is sledging bad? D: You can fall and hit. Q: I am putting on the first trailer of the time train. In the picture it is snowing, people are skating. What time of year will be next? Children choose pictures. Note: For older preschool children, you can build a more complex "time train". An object is taken from an inanimate system: a car - as a mode of transport or as a means of transporting cargo. |
| Where does he live? (from 3 years old) | Purpose: to identify suprasystemic connections, to develop speech, thinking. Rules of the game: The presenter names the objects of the surrounding world. In the younger preschool age, these are inanimate objects from the immediate environment and objects of wildlife. In the senior preschool age, these are any objects and phenomena of the real and fantastic worlds (where a smile, fire lives). Children name the habitat of living objects and the location of real and fantastic objects. Game progress: Q: Look how many pictures there are! Choose any for yourself! At an older age, objects can be guessed by the children themselves in advance, or the presenter names each object from himself. If the educator has a clear goal: to consolidate, for example, the section "Living and inanimate system", then the main set of pictures should consist of objects of a living and inanimate system, and so on. Q: Where does the bear live? D: In the forest, at the zoo. Q: What else? D: In cartoons, in candy wrappers. Q: Where does the dog live? D: In the kennel, if she guards the house. In the house, right in the apartment. And there are dogs living on the street - stray. Q: Where does the plantain live? D: It grows on the track. On the lawn and in the field. And also in the pharmacy. And when I applied to the wound, it lived on my leg. And I drank it, so it was in my tummy. Q: Where does the nail live? D: In the table, in the factory, in my dad's garage. In the toolbox. On the wall. In a chair. In my shoe! |
| What will happen if ... (from 3 years old) | Purpose: to develop thinking, speech, flexibility of mind, imagination, acquaint with the properties of objects, the surrounding world. Rules of the game. This game is based on questions and answers. “What will happen if a paper, stone, beetle falls into a bath with water?”, “What will happen if it snows in the summer?” Questions can be different - both everyday and "fantasy", for example: "What will happen if you find yourself on Mars?" Game progress: The teacher asks the child a question "What will happen if paper falls into the bathtub with water." The child answers the paper will get wet, melt, float, etc. |
| The sun is shining (from 3 years old) | Purpose: to develop thinking, speech, speech, flexibility of mind, imagination. Rules of the game: You start the sentence and the child finishes. For example, it is raining, and yet ... the sun is shining ... the dog is barking ... the locomotive is rushing ... Game progress: You can combine two objects or living beings and name the common actions for them. The snow and ice are melting, the bird and the plane are flying, the bunny and the frog are jumping. Or one action and many objects: a fish, a boat, a ship, an iceberg is floating ... What else? The sun is warming, a fur coat, a battery ... And what else? The car is humming, the train ... |
| Good - bad (play from early preschool age) | Purpose: To teach children to highlight positive and negative sides in objects and objects of the surrounding world. Rules of the game: Leading is any object or system in older preschool age, a phenomenon in which positive and negative properties are determined. The course of the game. Option 1: D: Because it is sweet. Q: Eating candy is bad. Why? D: Teeth can get sick. That is, questions are asked according to the principle: "something is good - why?", "Something is bad - why?". Option 2: Q: Eating candy is good. Why? D: Because it's sweet. Q: Sweet candy is bad. Why? D: Teeth can get sick. Q: Teeth get sick - that's good. Why? D: You will see a doctor in time. What if you had a toothache and you didn't notice. That is, the questions follow a chain. |
| One, two, three ... run to me! (from 3 years of age) | Purpose: to compare systems, to teach to highlight the main feature, to develop attention, thinking. Rules of the game: The presenter distributes pictures of various objects to all the players. Depending on the age, the content of the pictures changes: in the younger groups, these are objects of the immediate environment, animals, and in the older groups, these are objects of more complex content, as well as natural phenomena and objects of inanimate nature. Children can simply think of an object without using a picture. Children get up at the other end of the hall and, according to a certain instruction of the teacher, run up to him. In older preschool age, the child may be the leader. The teacher or leader child then analyzes whether the player was mistaken, highlighting any properties of the system. Game progress: "One, two, three, everyone who has wings, run to me!" (Children come running, who have images of an airplane, birds ...) The rest of the children stand still. Further, any components of the subsystem can be selected (eyes, angle, wheels, smell, sound ...). The facilitator asks the players where their objects have these parts. Note: You can use tasks for the supersystem. For example: "One, two, three, everyone who lives in the field, run to me!" Children run up to the presenter with an image or mysterious objects of cabbage, stone, sand, earth, mouse, grass, wind, tractor. The facilitator asks when the tractor can be in the field (during sowing or harvesting). You can use assignments for the function of the object. For example: "One, two, three, those who can sing run to me!" Children run up to the presenter with the image of a bird, man, wind, radio ... It is interesting to use assignments for time dependence. For example: "One, two, three, everyone who was small before, run to me!" Children with the image of a man, bird, flower, wind run up to the presenter ... Children with the image of a tractor, earth, sand do not run up ... When forming an idea of some plants: “One, two, three, everyone who has leaves (trunks, stems, roots, flowers) - run to me. When forming ideas about animals (eyes, hair, long fluffy tail, hooves, horns ...). |
| Reducing and increasing (from 3 years old) | Purpose of the game: to enrich the vocabulary of children, to teach to educate with the help of suffixes: - ok, - chick, - check, -ishche. Rules of the game. Say, "I will name someone or something, and you make it small." For example, a mushroom is a fungus, a chair is a chair, a leaf is a leaf. Make sure that the child does not name animals instead of the correct answer: not a hare - a hare, but a hare - a bunny; not a cow is a calf, but a cow is a cow. The same can be done in the opposite direction. The adult names the "reduced" word, and the child gives it the usual version. The same games can be carried out with "increasing" suffixes: cat - cat, lesson - tract. |
| Name, in one word (from 3 years old) | Purpose: to enrich the vocabulary of children with nouns, to develop speech, attention, thinking. Rules of the game. An adult describes something, and a child calls it in one word. For example, the morning meal is breakfast; a large dish for making compote - a saucepan; the tree that is decorated for the New Year is a Christmas tree. |
| Chain (from 3 years old) | Purpose: to teach children to highlight the signs of objects, to develop thinking, speech of children. Rules of the game: The presenter shows the child a picture of the object, he names it. The picture is then passed on to another child. He must name one of the attributes of the object and transfer the picture to the next. It is necessary to name as many signs as possible and not repeat it. Game progress: The presenter shows a picture with the picture of glasses, the child, seeing the picture, says round glasses and passes the picture to the next player. The next player says sunglasses and passes the picture to the next player, etc. |
| What was - what became (from the age of 4) | Purpose: to determine the line of development of the object, to develop logical thinking, speech. Rules of the game: Option 1: The leader names the material (clay, wood, fabric ...), and the children name the objects of the material world in which these materials are present ... 2nd option: The presenter names the object of the man-made world, and the children determine what materials were used in its manufacture. Game progress: Q: Glass. It used to be an alloy of different materials. D: Glassware, windows, mirror are made of glass. There is glass on the TV screen, glass showcases in the store. And I saw a glass table. My mom has glass beads. Q: What is good about a glass table? D: It's beautiful, you can see a cat lying under the table. Q: What's wrong with such a table? D: Such a table can break and people will be cut by fragments ... Q: What else can be made of glass? D: There are glasses in glasses, there are glass chandeliers, and there are glass bulbs in them, the clock also has glass. Q: Have you heard the expression: "He has a glass heart." About whom can I say that? D: So you can say about an evil, "prickly" person. Baba Yaga has an evil heart, she has it made of sharp fragments. Q: What are the fairy tales in which there are heroes with a glass heart! The teacher summarizes the children's answers. |
| Magic traffic light (from 4 years of age) | Purpose: To teach children to highlight the system, subsystem and supersystem of the object, to develop logical thinking, attention, speech. Rules of the game: At the Magic Traffic Light, red means the object's subsystem, yellow means the system, green means the super-system. Thus, any object is considered. The object in question can hang (lie) in front of the child, or it can be removed after being shown. Game progress: The teacher hangs out a subject picture of the car (in the older preschool age - a diagram of the car). Q: If I pick up a red circle, you tell me what the car consists of. If I raise the green circle, you tell me what the car is a part of. And if I raise a yellow circle, then you tell me: what is it for; draw this object in the air, depict this object (in the senior and preparatory groups - using the empathy method). This game can be used when viewing a picture. Q: If I raise a red circle, you will name those objects that you see in the picture. If I show you a yellow circle, you can tell me what this painting can be called. And if I raise the green circle, determine what the subject of the picture is a part of (the natural world, transport, pets). Living and non-living systems. Q: Cactus. (picks up a green circle). D: Cactus belongs to the natural world, to a living system, to plants. He can live in a room on the windowsill, and he also lives in the desert. The teacher (in the senior and preparatory groups - the child) raises the red circle. D: A cactus has roots, thorns, flowers in adult cacti. Q: Why do cactus have thorns? D: In order not to be ripped off, he is so protected. The teacher raises a yellow circle. D: A cactus is needed for beauty (especially when it blooms), a cactus gives oxygen, and people breathe oxygen, and a cactus is also food for animals in the desert. The teacher or presenter - the child asks to turn into cacti: into a blooming cactus, into a cactus that was watered a lot, a cactus in a cramped pot, a cactus in the desert ... |
| Box with fairy tales | Purpose: to develop speech, thinking, imagination, enrich the vocabulary of children. You will need a box with 8-10 (pictures). Rules of the game. The teacher offers to take the figures out of the box at random. We need to figure out who or what this object will be in the fairy tale. After the first player has said 2-3 sentences, the next player takes out another object and continues the story. When the story is over, the items are put together and a new story begins. It is important that each time you get a complete story, and that the child in different situations come up with different options for actions with the same object. |
| Confusion (from 4 years old) | Purpose: to consolidate the ability of children to find the typical properties of an object. Course of the game: The teacher names 3-4 objects with unusual properties (for example, a pointed tiger, a striped pencil, a frozen shelf, book glass) and asks the children to restore order, that is, to choose a typical property for each object. |
| We save Kolobok (from 4 years old) | Purpose: to develop creative imagination, to teach fantasy to endow famous fairy-tale characters with qualities that are not inherent in them. Develop unconventional thinking. Equipment: the book "Kolobok" tabletop theater "Kolobok". TRIZ tool: "Good-bad" game (identification of negative and positive properties, resolution of contradictions). Game progress: - Children, look carefully, who can tell what this book is called? That's right, "Kolobok". I will open the book, and you call Kolobok, maybe he will come to us. Children call, Kolobok (table theater) appears. - Gingerbread man, why are you so sad? Guys, he is sad because he forgot who he met in his fairy tale, what characters. Let's help him. Children list the heroes of the fairy tale, retell its content. - The fox really wanted to eat Kolobok. Is this good or bad? - What's good (the fox is full)? - What is bad (Kolobok was eaten)? - What can be done to prevent Lisa from getting the Kolobok, how to save it? (feed before meeting Kolobok)? What kind of Kolobok should become so that the Fox does not want to eat it (inedible, dirty, stale, poisonous)? |
| Guess the secret (from 4 years old) | Purpose: to teach children to hypothesize. Course of the game: The teacher suggests the phrase: object + unusual sign (for example, a furry book). Asks children to make suggestions, from which object this sign could be taken - hairiness. The children's answers are in a bear, a dog, etc. |
Video: games based on TRIZ technology
Development of speech using TRIZ technology
TRIZ can be widely used for the development of speech skills among pupils.
Main steps
Development of expressiveness of speech by creating figurative characteristics of the object:
- Stage one (from the age of three) - making comparisons in color, shape, action (red fox, the same as Antoshka in a nursery rhyme).
- Stage two (4–5 years) - composing your own riddles in accordance with the developed models in the form of tablets with questions. For example, the proposed object is the sun. Children consistently answer questions, the teacher fills out the table, entering characteristics (color, shape, action): which one? - yellow, round, warming; what happens the same? - chicken, ball, stove. Then the children are given the task to name the signs of objects: a fluffy chicken, a balloon, a warm stove. After filling out the table, the teacher asks the children to try to compose a riddle by inserting links "How" or "But not" between the phrases. The guys work both individually and in cooperation with each other. The final version of the riddle about the sun: “Yellow as a fluffy chicken; round as a balloon, warming, but not a warm stove. "
- Learning to compose metaphors (six to seven years) - it is proposed to master the simplest algorithm for independently inventing a metaphorical phrase. For example, first, an object (stars) is selected, about which a proposal will be made, a property (bright) is determined, then an object with a similar sign (burning embers) is selected, a place (night sky) is indicated, finally a proposal is made (The night sky sparkled brightly with burning coals) ...
Writing poetry
Compilation of rhymed texts - scientists have come to the conclusion that children from the age of three have a natural need for such a word game as versification. TRIZ proposes to use the genre of funny absurdity, a five-line poem, which got its name of the same name from the Irish town of Limerick. An example of a limerick poem:
What would happen if the songbird
Was not as beautiful as a titmouse,
Then she would not run after the beetle,
And didn’t lie on the grass for a long time?
It would be better if she flew in the sky.
In addition, writing rhymed texts can be presented in the form of funny creative games that require a little preliminary preparation from the teacher:
- "Rhymed pictures" - the teacher selects pairs of pictures depicting objects whose names make up a simple rhyme, then shows one of the pictures and asks to choose a steam room.
- "Pick a word" - children learn to pick a rhyme for the proposed word.
- "Teaser" - children modify the words-characteristics with the help of diminutive suffixes and seem to "tease" objects (cover-cap, umbrella-lost, etc.).
Compilation of creative realistic and fantasy stories from the picture
Possible options and techniques:
- games "Spyglass", "Hunters for details", which help to focus the attention of children on the object and highlight all its important details and characteristics;
- “Looking for friends”, “Unions” - aim children at establishing connections between objects;
- selection of metaphors, figurative verbal comparisons, moving an object into the past or future;
- reception of empathy - transformation into a hero, "getting used to" in his emotional state and a story on his behalf, the transfer of character traits with the help of facial expressions and gestures.
Picture storytelling teaches children to fantasize and develops logic
Writing fabulous texts
Retelling and modification of a well-known fairy tale plot. Games and exercises, which are a kind of creative and intellectual warm-up in the preparation of children:
- "Give the name of the hero": the teacher denotes some general characteristic or characteristic, and the children name specific fairy-tale characters. Example: Think of the fairytale heroines of the girls. (Little Red Riding Hood, Cinderella, Malvina, Gerda, Alyonushka, etc.).
- "Actions of a fairy-tale character": the teacher names a fairy-tale hero, for example, Mashenka from the fairy tale "Geese-Swans" and asks to name all the actions of the girl. According to the terms of the game, only verbs can be used (disobeyed, ran, walked, forgot, saved, helped). Then the teacher suggests remembering the heroes of other fairy tales who would perform similar actions.
- "Miracles of the wizard": the game is based on the method of a typical method of fantasy. The teacher invites you to imagine yourself as wizards and tell them what extraordinary property they endowed with ordinary objects, then assess the practical significance of miraculous powers, explain why magic is good, and sometimes evil. Example: a bird in an enchanted forest meets the Wizard of Frost, now everything it touches turns into a block of ice. It's bad if she sits on a tree branch and good if she stops an evil hunter.
- "There, on unknown paths ...": the game is based on the intersection of an object and a place. The teacher works with cards depicting heroes and the place where the plot will unfold. Example: Alyonushka ended up in the Koscheevo kingdom. How will she be saved? Who will help her?
- Fairy tales of the descriptive genre. The fairytale story unfolds in accordance with the traditions of the storyline: the hero grows up, shows unusual abilities and talents, in adulthood faces difficult circumstances, witchcraft wins, and returns his vitality.
- Fairy tales with a pronounced conflict between good and evil, the third active force is a magical object or word, a spell with supernatural powers.
Video: TRIZ technology in speech development classes
Video: dossier on a fairy-tale character (senior group)
Video: the game "Carousel"
Corner decoration using TRIZ technology
A competently designed, accessible and safe corner of TRIZ is a great help to stimulate curiosity, individual cognitive activity, and independence of kids.
In TRIZ classes, you can also use didactic manuals designed to familiarize yourself with a particular topic.
Lyubov Belikova
Summary of the TRIZ lesson in the senior group on the topic: "The Four Elements".
Software content:
Educational tasks:
1. To acquaint children with the four elements of nature.
2. To give knowledge about their benefits and harms in human life.
3. Teach children to make assumptions, conclusions, put forward hypotheses, generalize, analyze.
Developmental tasks:
1. Develop research abilities and skills.
2. Develop curiosity, cognitive activity
3. Develop memory, logical thinking, intelligence.
4. Enrich the vocabulary of children, introduce them to specific words.
5. Broaden the horizons of children.
Educational tasks:
1. To cultivate accuracy and caution in work.
2. To educate attentiveness, observation, discipline.
Motivation: Zhenya came to kindergarten with a bandaged finger. Children wonder what happened? It turns out that the night before, there was no light in the house, and Zhenya burned himself near the candle. The teacher asks the children a question: (Fire is good or bad for a person). Having listened to the answers of the children, the teacher suggests in the near future to visit the premises where the experimental work usually takes place.
Methods, techniques, technologies: Verbal, visual, problem situation, experimental activity, story, explanation, instruction of the educator.
Organization of children: Standing in a semicircle, sitting at tables, sitting opposite each other.
Forms of work: Frontally, in pairs, in subgroups.
Vocabulary work: Landslide, earthquake, rockfall, minerals, monsoons, floods.
Artistic word: Environmental anthem.
Prior work: Games with water, sand, stones.
Materials: posters, illustrations, pictures.
Experimental equipment: matches, a candle, a container with water, sailboats made of walnuts, a container with sand, a medical pear, water in cups, watering cans, indoor flowers, green onions in the ground.
In the mini-museum: collections of stones, flax herbariums, linen items, videos.
Course of the lesson:
Guys, do you remember how Zhenya came to kindergarten with a finger burnt from a candle? (Yes).
I promised you that I would show you the room where experiments and experiments with various materials are carried out. Form in pairs and we go to the experimental laboratory.
(Children enter the room where illustrations with different elements of nature are displayed, with experimental tables, houseplants, with planted green onions, a mini-museum).
Guys, look at what is shown in the pictures? (Fire, water, air, earth).
Walk up to these illustrations, stand in a semicircle. Comparing different plots, do you think fire is good or bad for a person?
Children's answers.
Good: It warms up, illuminates, people cook food on it, it moves vehicles, for example, a steam locomotive, a balloon, etc., a strong fire melts metal, people make metal objects.
Bad: In case of fire, you can burn yourself, burn out, suffocate with carbon monoxide, a bright flash of fire can blind, and a nuclear one can even instantly vaporize a person.
The teacher suggests - 5 sec. watch a video about fire. (Children sit on chairs).
Now go to the first test table.
Experience number 1. (conducted by the teacher, the children stand in a semicircle). Burning candle. See what a bewitching tongue of flame is beautiful. Light comes from him, if I bring my hand to it, I feel warmth, but if I hold my hand over the flame for a long time, it will burn. The strip of paper is on fire, and the metal tray gets very hot - show.
Let's go to the next booth, which shows water. Guys, look carefully at the illustrations and answer, is water good or bad for all life on Earth? (Children answer).
Good: Humans are 80% water. A person can live without water for 3 days. Plants, animals, which we feed on, need water. We use water for washing, cleaning floors, dishes. Fish lives in the water, which we eat and seafood. We love water travel and swimming in reservoirs.
Bad: Floods flood crops, collapse human dwellings, kill animals. Avalanches descend from the mountains, which entail destruction and sacrifice, people drown in water, drown, die from hypothermia and injuries. Heavy rains, also called monsoons, flood entire cities, rivers overflow their banks.
The teacher suggests - 5 sec. watch a video about water (Children sit on chairs).
Experience number 2. (conducted by children, sitting at tables).
Children are invited to drink a glass of water and talk about its qualities, about when they most want to drink (hot, after eating, after sports games). Invite the children to come to a natural corner and pour indoor plants and green onions from a watering can. Remind that a well-watered plant is healthy, the color is juicy, etc. (Children work in subgroups).
(Children stand in a semicircle).
Now, guys, breathe deeply through your nose. Take in air with your nose and release it into the palm of your hand. We do not feel the air, but we feel it when we release a stream of air, it turns out a small breeze. Wind is the movement of air.
Is the wind good or bad? (Answers of children).
Good: Refreshes in heat, disperses rain clouds, propels sailing ships, turns mill blades.
Bad: Strong wind interferes with rest, raises sand and snow storms, a large wave on the sea, which overturns and drowns ships. (Hurricane wind destroys and carries fire, destroys buildings, uproots trees).
Consider illustrations about the wind (seascapes; sand dunes;
snow hummocks)
Experience number 3. (carried out by children).
Children sit in pairs, opposite each other, at tables with containers of water and, with the help of an exhalation (their little breeze), move the sailboats to each other.
Experience number 4. (conducted by children, sitting at tables).
With the help of medical syringes, you can see how sand dunes and snow hummocks are formed in nature. Children carry out a task near their container of sand.
The teacher suggests - 5 sec. watch a video about the wind.
There is one more element left - the Earth. Consider the illustrations: (Illustrations depicting gardens, vegetable beds, forest mushrooms and berries). Tell me, is the earth good or bad for a person? (Answers of children).
Good: We see in the pictures that at any time of the year our Earth is beautiful. She feeds us: vegetables, fruits, berries, mushrooms, crops. Trees growing on the ground give us oxygen, we use them to build houses, furniture, etc., we wear linen products. There are minerals in the Earth.
(The teacher leads the children to illustrations depicting environmental disasters).
Bad: Rockfalls, landslides, earthquakes injure a person and even lead to death.
I propose to get acquainted with the exposition of the mini-museum: flax herbarium, linen items, stones: quartz, spatula; coal, oil. Children examine, pick up, compare in strength, hardness.
We got acquainted with the four elements of nature. Only a careful attitude and rational use of natural resources by a person can turn them to his benefit, and not to harm.
I propose to play the didactic game for attention "The Four Elements".
Let me remind you: Air - hands go up.
Earth - hands go down.
Fire - hands move up - down, up - down.
Water - hands move to the left - to the right, to the left - to the right.
Children disperse and stand freely throughout the room, we will end our exciting journey with an Eco Hymn.
Guys, where have we been today? (In the experimental laboratory).
Did you like the trip? (Yes, it was very interesting).
What elements have you met? (Fire, water, air, earth).
What seemed difficult for you? (I could not move the sand with a syringe, the breeze was not strong).
What did you like the most about our trip? (I enjoyed exploring the water. And I water the houseplants and onions because I was doing a good deed. I looked at the fire with pleasure when you did the experiment).
Zhenya, have you now remembered how to behave if there is a fire nearby, so that there would be no trouble? (Yes, you have to be very careful, because fire can be not only kind).
Guys, next time we will visit other laboratories, we will learn a lot of new and interesting things. You can apply the acquired knowledge in your games.
Abstract of the GCD for cognitive development in the senior group with the use of TRIZ technology on the topic: "Ant story".
Material description: I offer you a summary of the GCD for cognitive development in the senior group using TRIZ technology on the topic: "Ant story". The use of TRIZ methods and techniques in working with children helps to activate the mental activity of preschoolers, and modeling with children makes it possible to consolidate the knowledge gained, develops fantasy and imagination.
This material will be useful for teachers of senior and preparatory groups for school.
Integration of educational areas:"Cognitive development", "Social and communicative
development "," Artistic and aesthetic development "," Physical development "
Tasks:
1.Systematize knowledge about the general and distinctive features of insects;
2. To acquaint children with the rules and the course of games using TRIZ technology.
3. Fix the types of modeling: model - words (riddles, description); model - volume
(modeling of structures made of paper, natural material).
4. Exercise in the ability to find analogies, connections between objects, the ability to classify objects.
5. To develop speech, creative imagination in preschoolers, as well as such qualities of thinking as flexibility,
mobility, consistency, dialecticism, search activity, striving for novelty.
6. To cultivate a sense of purpose in finding solutions to emerging problems, a good attitude towards insects.
Subject-spatial developmental environment: ecological room; TV, audio recordings of nature sounds, a fragment of the cartoon "Bouncer Ant", a magnetic board, a screen "Teremok", object pictures, a magic wand, blue material, sticks-logs for the bridge, a stick with a tied cardboard "mosquito", sticks-pencils for an anthill , parts of insects on magnets.
GCD move
(Children enter the ecological room and stand in a circle)
Hello sky. (hands up),
Hello Earth. (squat)
Hello my friends. (hands forward)
One, two, three, four, five (fold fingers)
Together we are in a circle again. (hold hands)
We will play together
We want to travel again (go in a circle).
Educator: Guys, an ant came crawling over to us this morning. An unpleasant story happened to him. Look and tell me what happened to the ant? (Children watch an excerpt from the cartoon "Bounce Ant" (3 min))
-What situation did the ant get into? (Answers of children)
Far from home, driven by the wind on a birch leaf, like a parachute, an ant flew to us. Moreover, during landing, he injured his legs. What do we need to do in such a situation?
Children:- Help the ant return home to the forest.
Ant(toy): Thank you for not leaving me in trouble. The one who plays with me in my beloved will go to the forest with me game "Teremok"
Rules of the game: Each child gets his own picture and plays with the drawn object. The ant is the owner of the house, the children take turns approaching the house and conduct a dialogue with the ant: -Knock, knock, who lives in the house? -I am an ant, and who are you? - And I - (calls himself, what is drawn in the picture). Will you let me into the teremok?
-If you can tell how he looks like me, an ant, then let me go.
Children should compare both objects, identify common signs and name them. After that, the child enters the teremok, and the next participant in the game turns to the ant. If someone cannot answer, the other children can help him.
Pictures: Insect butterfly, 6 legs, like an ant; mosquito-small, like an ant; chicken with egg - ants, like chickens, lay eggs; an anthill mountain is like a mountain; dragonfly - like the ant, the main character in I. Krylov's fable "Dragonfly and the Ant"; woodpecker - like the ant, the orderly of the forest; the bear is strong and brown like an ant; cockroach - a brown insect, like an ant; etc)
- Well done! Played well! And in the little house was a magic wand. It is she who will help us quickly find ourselves in the forest. Close your eyes. We whirled, whirled and we found ourselves in the forest.
(Children spin to the music. An image of a forest is projected on the screen).
Ant: Ouch! I recognize my native forest! But my anthill is still far away.
Educator: Guys, there is a river on our way. The ant cannot swim, like us. How can we get across to the other side?
Children's answers.
Educator: In order to get to the other side, we need to build a bridge, and for this we need to play the game "You are my piece"
Rules of the game: Logs are distributed to children. You need to lay them out so that you get a solid, even, beautiful bridge. Children walk along the bridge to the other side.
(A flower meadow is projected onto the screen. Sounds of a summer meadow are heard)
Educator. And here is the lawn. She has beautiful flowers on it. And what a smell! Feel it. Friends of the ant live here on the lawn, but they hid, and we can find out who hid on this lawn by guessing riddles teasers.
(Children guess riddles, insects appear on the screen.)
Kruzhilochka, beauty, flutter, flower, colorful. (Butterfly.)
Crackling, jumper, jumping rope, greenfinch, kuzechka. (Grasshopper.)
Wingling, helicopter, hunting, buzzing, pop-eyed. (Dragonfly.)
The building, the little girl, the hard worker, the hauler, the strongman. (Ant.)
Honey honey, bite, buzz, collector, striped. (Bee)
(A recording of a mosquito squeak sounds)
Educator: Here is a mosquito flying high. Try to catch him.
Outdoor game "Catch a mosquito"
Rules of the game: The players stand in a circle, at arm's length, facing the center. The teacher is in the middle of the circle. He is holding a stick with a cardboard "mosquito" tied to a cord. The teacher draws a stick (circles the mosquito) a little higher than the heads of the players. When a mosquito flies overhead, children jump up and down trying to catch it. You can catch a mosquito only with both hands and bouncing on two legs.
Educator. Komarik, do you know where the home of our beloved ant is? Is it near a tall birch tree?
Mosquito: What does he look like? What is it made of? What is it called?
Mosquito. I saw an anthill, but someone broke it!
Children find scattered pencil sticks.
Educator. Who did it?
Assumptions of children.
Educator. What to do?
Children propose to build a new house for the ant and his friends, collect the scattered pencils and start building.
Ant: Thanks guys! The anthill turned out to be very beautiful! But I'm afraid that someone will break our new anthill again. What to do?
Children's answers.
Educator. I agree with you - you need a watchman. But insects must be guarded by an insect. What do you think it should be? Let's come up with a fantastic insect and put it to guard the anthill.
Didactic game "Miracle Yudo"(modeling on a magnetic board)
Rules of the game: Children compose a fantastic insect according to the "Composite image" principle: they connect parts of different insects, while explaining why they take this part.
Educator. What parts from other insects will we take?
Children: A sting from a wasp, big eyes from a dragonfly, wings from a butterfly, legs from a grasshopper, horns from a beetle, a torso from a bee.
Educator: Here's what a fabulous insect we got. What shall we call it?
Children's answers.
Ant: Thank you kids! Now my house is under reliable protection. Here is a present from me and my friends of insects.
Children thank the ant.
Educator: Guys, we helped the ant return home and it's time for us to return to kindergarten. Where is our magic wand? We close our eyes. We circled, circled and in kindergarten we found ourselves.
Did you like our trip? What good deeds have we done with you? Insects are mostly our friends!
Listen to a poem (read by a child)
Do not offend forest insects!
Moths fly in the forest
Boogers and beetles are crawling ...
They all have their own business.
You will see them on the way -
Do not offend, but move away!
Insect-free forest, my friend,
Both lonely and empty ...
Educator: And now we will try the gifts of our ant and his friends.
Mozgovaya Valentina Vladimirovna
MBDOU kindergarten №40 "Pchelka", Shchepkin
educator
Abstract of the GCD for the development of speech
using TRIZ technology
in the older group
Theme: "Save the Enchanted Princess"
DOWNLOAD (presentation)
Target: Strengthen the ability of children to guess the name of a fairy tale from a short passage, to name the author; to activate the vocabulary of children; develop coherent speech of preschoolers; to promote the development of children's interest in the world around them; systematize children's knowledge about natural phenomena; develop the ability to find non-standard approaches to solving problems; train analytical thinking, attention, learns to highlight distinctive features by comparison, find original solutions; foster interest in fiction.
Course of the lesson:
On the table is a toy house with closed windows and doors. The house is completely covered with a piece of cloth so that the children cannot be seen. A doll is hidden behind the house.
V.: Children, see what you think is under the cloth? Let's play the game "Danetka". In order to guess what is hidden there, you will ask me questions, and I will answer them either yes or no. The tooltip is an inanimate object.
The game "Danetka"
D: This is a book?
V.: No
D: It is a toy?
V.: Yes
D .: Maybe a doll?
V.: No.
Children's answer options ...
D: Is this a house?
V.: Yes
The teacher removes the fabric.
V.: There was a princess in one fairytale castle. An evil sorceress has bewitched her. The princess fell asleep soundly and no one can wake her up. All windows and doors were closed tightly, and even a ray of the sun could not get there.
V.: Guys, what do you think can be done to save the princess.
Children's answers.(Example: "defeat the evil sorceress", "solve tasks"
V.: To open the doors and windows and the princess woke up, you need to solve difficult tasks. Guys, let's try to disenchant the princess?
D .: Yes.
V.: Look, all my tasks are hidden in a magic chest. But, to find out what is the first task, you need to guess the riddle:
Who is the most fearful of all the beasts?
Who has longer ears?
In the garden he eats carrots and cabbage leaves,
knows how to escape deftly,
If suddenly he meets a fox ...
Mows with eyes,
afraid of everyone and trembling ...
D .: Hare
V.: Right. Well done boys. What is the name of a hare in fairy tales? (scythe, coward, bunny-bunny) Now let's try to describe the bunny. What can you say about his fur? (soft, fluffy, gray). Tell me about the tail of a hare? (short, soft, fluffy). And what about the nature of the hare? What is he like in fairy tales? (cowardly)
The teacher takes out a wet toy hare from the chest.
V.: Here is a wet and sad hare. If we can help him, the first window in the castle will open.
V.: Guys, why do you think the hare is wet?
D .: He swam, stepped into a puddle, fell into the river, got caught in the rain.
Discussing contradictions in the weather with children
V.: Guys, do you think the rain is good or bad?
V.: What good is rain?
(Children's answers: everything is growing, fresh air after rain ...)
V.: What's wrong with rain?
D: You can get sick
V.: So it turns out that there is both good and bad in the rain. We say that rain is good when ... and rain is bad for us when ...
V.: And what is the sun, good or bad?
V.: It depends on when, looking for whom and for what. Guys, what good is the sun?
(Answers of children: it is affectionate, warm, it is light from it ...)
V.: And what could be wrong with the sun?
D .: When it's hot, your head hurts and you are thirsty; all the flowers will wither.
V.: It turns out that the sun also has something good and something bad.
V.: How can we help the hare?
D .: Dry, warm the blanket, put in the sun.
V.: Let's wrap her up with a warm blanket and warm her. And while she is warming up, he asked you to help him. It turns out that he completely forgot from which fairy tale he came to us. Remember what fairy tales you know where the main character is the hare?
D .:"Teremok", "Zayushkina hut", etc.
While the children are remembering fairy tales, the teacher discreetly opens one window.
V.: Guys, wait, the bunny is saying something. He remembered that he had come from the fairy tale "Zayushkina's hut", and unfortunately it was time for him to return. Let's say goodbye to him.
V.: We helped the bunny, warmed him, remembered fairy tales where he was the main character and, look what happened, the upper window at the castle opened.
V. : What else do we have in the chest? poster "Fairy confusion".
V: See what is depicted here.
V: What fairy tales are messed up? Name them.
V: Right. And what is mixed up in the picture?
V.: Another window opened. Now let's take a break and play the game "Reverse Word"
- Merry - sad,
- kind angry,
- Brave - cowardly,
Old - young
Strong is weak
Healthy is sick
Smart is stupid
- Polite - rude,
- Well-fed - hungry,
- Mighty - weak,
- Mischievous - obedient,
- Lazy - hardworking.
V: Well done, now look at the board - the “shadows” of fairy tale characters, we need to unravel them.
Name the shadow, turn it over to see if you guessed correctly.
V: You recognized all the heroes well done.
Physics program "Magic Plants"
Get on your feet and imagine that we are in a magical forest, near a magical castle with our enchanted princess and you turned into plants. Think about what kind of plant you would like to become? Someone with an oak tree, someone with a blade of grass, maybe someone wants to be a flower. Now imagine that a warm breeze has blown, how your plant will react (options: strong wind, rain, snow, etc.).
V: Well done! We return to our chairs.
V.: So we played. Look, you are all smiling. What is your mood.
D .: Good.
V.: Guys, where can a smile live (Example: on the face, on a jacket, in the shower, etc.)
V.: Look, another window has opened.
V.: What we still have left in the chest.
And here is the fairy tale "Little Red Riding Hood". But in my opinion something is wrong in this tale. Listen carefully and correct me if there are any mistakes here.
Once upon a time there was a girl named Yellow Riding Hood:
Not Yellow, but Red
Oh yes, Red. So, dad called her and:
No, not dad, but mom.
Right. Mom called her and said: go to Aunt Marina and take her:
She told her to go to her grandmother, and not to her aunt:
And Little Red Riding Hood went to her grandmother to take the pies. And the road ran through the town square.
Not an area, but a forest.
And she met a bear.
Not a bear, but a wolf.
V.: So all the doors and windows of the castle have opened, but in order to wake up the princess, you need to remember the names of all the fairy tales that I will now guess for you.
From the ballroom of the king
The girl ran home
Crystal slipper
Lost on the steps.
The carriage has become a pumpkin again ...
Who, tell me, is this girl (Cinderella)
Heals small children
Heals birds and animals
Looking through his glasses
Good doctor ...
Aibolit
The fat man lives on the roof
He flies above all.
He is tired of
Sit at the window
And he rolled
Into the forest along the path.
(Gingerbread man.)
Grandfather and woman lived together
They blinded my daughter from the snow,
But the fire is hot
Turned the girl into steam.
Grandfather and grandmother are in sorrow.
What was that girl's name? (Snow Maiden)
What's the old lady's name?
Grandmother asks for a hut:
"Expand your facade:
To me - in front, to the forest - back! "
Stamp with a bone foot.
Call granny .... (Yaga)
Father had a strange boy
Unusual, wooden,
He had a very long nose.
What a fairy tale? - Here's the question. (Pinocchio)
Answer the question:
Who carried Masha in the basket,
Who sat on a tree stump
And wanted to eat a pie?
You know a fairy tale, right?
Who was it? …(Bear)
V.: Oh guys, look who's awake. This is our princess. The sun's rays illuminated her entire castle and she woke up. Let's say hello to her. The princess is very grateful for your help, for your diligence, for your love of Russian folk tales and gives you gifts, I suggest you paint them yourself at home.
This was the end of our tale. Thank you for attention! Come to us again!
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