Goal To systematize the knowledge of teachers in the field of TRIZ - pedagogy To give educators a tool for specific practical education in children of the qualities of a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their small problems.

TRIZ methodology The TRIZ methodology was invented and developed approximately 50 years ago by Genrikh Saulovich Altshuller. It was originally created to help find solutions to technical problems and contributed to the development of thinking, flexibility, consistency, logical construction and originality. The main goal 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, when significant changes occur in all spheres of his psyche (cognitive, emotional, volitional) and which manifest themselves in various types of activities: communicative, cognitive, transformative. This is the age when the ability to creatively solve problems that arise in a given situation in a child’s life (creativity) appears. Skillful use of TRIZ techniques and methods (the 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 the processes taking place, to give educators a tool for specific practical education in children of the qualities of a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their small problems. The starting point of the TRIZ concept in relation to a preschooler is the principle of natural conformity of learning. When teaching a child, the teacher must follow 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 precise calculation, logic, and 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 stages: the initial formulation of the problem is corrected; the available material and field resources are determined; the ideal final result is identified and daring transformations are applied to the problem;

Algorithm for solving inventive problems The main means of working with children is pedagogical search. A 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, there is no need to immediately give a ready answer. On the contrary, you need to ask him what he himself thinks about it. Invite him to reasoning. And with leading questions, lead the child to find the answer himself. If he does not ask a question, then the teacher must indicate the contradiction. Thus, he puts the child in a situation where he needs to find an answer, i.e. to some extent repeat the historical path of knowledge and transformation of an object or phenomenon. At the first stage, children are introduced to each component separately in a playful way. This helps to see contradictions in the surrounding reality and teach them to formulate them.

Game “Yes-No or “Guess what I wished for” For example: the teacher thinks of 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 answers only "yes or "no, until the children guess what they are planning. When the children learn to play this game, they begin to guess words for each other. These can be objects: “Shorts,” “Car,” “Rose,” “Mushroom,” “Birch,” “Water.” "Rainbow, etc. Exercises in finding material and 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 a picture of a white house, and the children name the positive qualities of the object, then raises a card with a picture of a black house and the children list the negative ones quality. (Example: “Book. Good – you learn a lot of interesting things from books... Bad – they tear quickly... etc.) Can be disassembled as objects: “Caterpillar”, “Wolf”, “Flower”, “Chair”, “Tablet” , "Candy", "Mom", "Bird", "Prick", "Fight", "Punishment", etc. The game “Verse versa” or “flip-flops” (played with a ball). The teacher throws the ball to the child and calls the word, and the child answers with a word of the opposite meaning and returns the ball to the leader (good - bad, build - destroy exit - entrance).

Games for finding external and internal resources Example “Help Cinderella Cinderella kneaded the dough. When she had to roll it out, she discovered that there was no rolling pin. And her stepmother ordered to bake pies for dinner. How should Cinderella roll out the dough? Children’s answers: we need to go to the neighbors and ask from them; go to the store, buy a new one; or find a round log, wash it and roll it out; cut the dough into small pieces, and then use something that is not heavy to press. solve using an algorithm. Example: “Scientists have developed a new breed of hare. Outwardly, he is, in general, the same as ordinary hares, but only the new hare is black. 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... He is especially 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 can walk now it is necessary 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 should always encourage the child to find contradictions in that or another 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 play and fairy-tale tasks.

The method of focal objects (MFO) is the transfer of the properties of one object or several to another. For example, a ball. What is he like? Laughing, flying, delicious; telling bedtime stories... This method allows you not only to develop imagination, speech, fantasy, but also to control your thinking. Using the MFO 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 it will 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 fruits from a tall tree... The “System analysis” method helps to consider the world in a system , as a set of elements interconnected in a certain way, conveniently functioning with each other. Its goal is to determine the role and place of the functions of objects and their interaction for each sub-system and supra-system element. For example: System “Little Frog, Subsystem (part of the system) – legs, eyes, circulatory system, Supersystem (a more complex system that includes the system in question) – pond. The teacher asks questions: “What would happen if all the frogs disappeared?” “What are they for?,” “What benefits do they bring? (Children offer options for their answers and judgments). As a result, they come to the conclusion that everything in the world is organized systematically and if one link of this chain is broken, then another link (another system) will certainly be broken. The MMCH technique (modeling with little people) is the modeling of processes occurring in the natural and man-made world between substances (solid – liquid – gaseous). The game “Cubes” (on the edges of which figures of “little people” and symbolic interactions between them are depicted) helps the baby make his first discoveries, carry out scientific research work at your level, get acquainted with the patterns of living and inanimate nature. With the help of such “men”, children make models of “Borscht”, “Ocean”, “Volcanic Eruption”, etc.

Fantasy techniques: Do the opposite. This technique changes the properties and purpose of an object to the opposite, turning them into anti-objects. Example: anti light makes objects invisible, while light makes objects visible. Increase decrease. Used to change a property of an object. With its help you can change the size, speed, strength, weight of objects. The increase or decrease can be unlimited. Dynamics - statics. Used to change the properties of an object. It is first necessary to determine which object properties are constant (static) and which are variable (dynamic). To get a fantastic object, you need to use the “dynamic” technique to transform constant properties into variables, and using the “statics” technique, transform variable properties into constants. Example: A computer modified according to “dynamics” could change shape (transform into something). And a person modified according to “statics” would have the same height (the height of an adult) all his life, starting from the age of one year. A special stage in the work of a TRIZ teacher is working with fairy tales, solving fairytale problems and inventing new fairy tales using special techniques.

Collage of fairy tales Inventing a new fairy tale based on fairy tales already known to children. "This is what happened to our book of fairy tales. All the pages in it were mixed up and the evil wizard turned Pinocchio, Little Red Riding Hood and Kolobok into mice. They grieved, grieved and decided to look for salvation. They met old man Hottabych, and he forgot the spell... Then the creative work begins joint work of children and the teacher. Familiar characters in new circumstances. This method develops imagination, breaks the usual stereotypes in children, creates conditions under which the main characters remain, but find themselves in new circumstances, which can be fantastic and incredible. . New situation: a gray wolf meets on the girl’s path. A fairy tale from a poem (by E. Stefanovich) - Not a healer, not a witch, not a witch, But the Spoon knows about everything that is in the Bowl. (Early in the morning the spoon turned from an ordinary one into a magical one and became invisible...)

Rescue situations in fairy tales This method serves as a prerequisite for composing all kinds of plots and endings. In addition to the ability to compose, the child learns to find a way out of sometimes difficult circumstances. "One day, a kitten decided to swim. He swam very far from the shore. Suddenly a storm began, and he began to drown... Offer your options for saving the kitten. Fairy tales, in a new way. This method helps to take a fresh look at familiar stories. An old fairy tale - "Little Khavroshechka 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 blot look like? “Who or what does it resemble? Then you can move on to the next stage - tracing or finishing the blots. Images of “living drops and blots” help to compose a fairy tale.

Modeling fairy tales First, it is necessary to teach preschoolers how to compose a fairy tale using a subject-based schematic model. For example, show some object or picture that should become the starting point of a child’s imagination. Example: a black house (it could 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 ready-made schematic images of heroes (people, animals, fairy-tale characters, phenomena, magical objects). Children just have to make a choice and inventing a fairy tale will go faster. When children master a 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 TRIZ teacher involves conversations with children on historical topics: “A Journey into the Past of Clothing,” “Utensils 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 and inventions. Children begin to understand that to invent means to solve a contradiction. 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 influence 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 turns to the children: “let's bring the tree to life: who is its mother? Who are its friends? What is it arguing with the wind about? What can the tree tell us? You can use the technique of empathy. Children imagine themselves in the place of what is being observed: “What if have you turned into a flower? What do you dream about? Who are you afraid of? Someone you love? In the development of the 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 “Complete the drawing,” “Complete the construction,” “Make a picture from geometric shapes,” “What does it look like?,” “Find similarities,” “Find differences.” To further develop creativity, imagination, independence, attention, and intelligence, tasks with counting sticks are offered. First, simple ones (“build a house of 6, 12 sticks”), then more complex ones (which stick should be placed so that the house faces the other direction?). At the main stage, it is advisable to use games - puzzles (arithmetic, geometric, alphabetic, with laces), chess; writing riddles and composing and solving crosswords. A riddle is a serious exercise for the mind, the most important way to increase knowledge and a means of exercising one’s wit. I’m great, Red, round. (tomato) Children really like such riddles, they raise their emotional mood, teach them to concentrate and be mentally active. Games and exercises help teach children to classify and establish cause-and-effect relationships: “What’s extra?”, “What’s first, what’s next?”, “Which figure should be put in an empty cell? Games: “Logical train,” “Big Lu-Lu.” Children make 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: general development; To test the inertia of thinking; To use fantasy techniques.

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

Trainer 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 columns)? Game "Skeleton" Certain combinations of consonants are offered. For example: KNT or ZB. To find a word, you need to add vowels to it. You can get the words: KNT (rope, whip, edge) ZB (tooth, goiter, hut, chill) 5. Difficult task (after the walk) 1. How many men, women, children did you meet? 2. What cars were standing, which ones passed by? 3. Was anyone walking with a dog? 4. Were there any cyclists on the street? Were there 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 has prepared a hatchet, a knife, a rope, but the clock shows that he has to leave in 15 minutes, etc. a fairy tale using the depicted objects (bell, ladder, crown, basket of apples, jug, comb, rose, snake, axe, chest).

Simulator Compose an advertisement for a newspaper so that the phrases begin with the same letter. Example: for sale is a singing fluffy parrot, Painka, five years old, half-green. Prefers to eat cookies and drink Pepsi-Cola. Please come take a look. Text of the telegram: Urgent message: “The dog Drying, light brown, medium-sized, ran away. Please inform me urgently. I miss you 2. Make a chain of words (association) Original word. Book - leaf - tree - linden - tea Simulator 4. Tasks to test the inertia of thinking Required answer the questions quickly. You can think about it, but not for long. 1. How many fingers are there on 2 hands, but on 4? 2. Who is this frog sitting in the swamp? (explain since when? they began to speak, and even in French). in a hardware store will explain to the seller that he needs a hammer? How can a blind man ask for scissors?

Simulator 5. Systematicity and system analysis. 1. Find the 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, select the words included in this system: Forest - hunter, wolf, trees, bushes, path. River - bank, fish, fisherman, water, mud. City - cars, buildings, streets, bicycles, etc. 3. Make a chain of subsystems for the table lamp system. This could be the following chain: table lamp - light - lamp - glass, etc.

Simulator 6. Fantasy techniques. The “Perspective” technique: “See what happens. Aliens arrived from a distant planet and landed in our city. They have some insidious plans and to fulfill their secret plans they turned off the lights in the entire city. The city is plunged into darkness: the lamps and lanterns are not shining. In order to prevent aliens from taking over a city (country), you must somehow get to where they turned off the power system, turn it on and stop their plans. How to do it? At the same time, they will not fall into the hands of aliens, and they navigate very well in the dark. Technique of "increase or "fiction. Waking up one morning, the residents of our city saw that the grass in the city had grown to the fifth floor. What will happen next? Who will like it and who will not? What problems will the city residents have? What will be the consequences? Reception of "reduction. Invite children to reduce all the cars in the city to the size of children's, toy cars. How will people then solve transport problems? How to use smaller cars? After the practical use of the “mind simulators,” game training is conducted to test the ability to master creative thinking skills. “ATTENTION! RATING! The use of TRIZ methods and techniques in our work allows us to note that children 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, and form the perception of life and educational problems not as insurmountable obstacles, but as regular tasks that need to be solved. In addition, TRIZ implies the humanistic nature of learning, based on solving relevant and useful problems for others. Teacher Fatkulina V.V.

Lesson 1 Contradictions in the weather 1. Introduction to the teacher's assistant 2. Dialogue with the Toy about the weather 3. Outdoor game “Sun and Rain” 4. Discussion with children about contradictions in the weather 5. Summing up Lesson 2 Contradictions in objects 1. Classification of toys according to different signs 2. Outdoor game “Run away!” 3. Discussion of contradictions in subjects

Lesson 3 Contradictions in objects (continued) 1. Conversation about professions 2. Game “Tamers” 3. Didactic game “Shop” 4. Summing up 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 Small” 3. Exercise “Place in order” 4. Summing up Lesson 6 Contradictions in quantity 1. Analysis of the problem situation 2. Game “A lot is little” 3. Contradictions in quantity 4. Summing up

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

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

Lesson 12 General lesson on subsystems 1. Discussion “Constructors” 2. Game “Who is bigger?” 3. Writing riddles 4. Summing up Lesson 13 Little men method 1. Discussion “What is not divided into parts?” 2. Game “Name the solid” 3. Dramatization by little people 4. Summing up

Exercises using the TRIZ method. The older sister locked herself in the room and did not let her brother in. How can a child solve a problem? You can complain to your mother, bang on the door, cry... The boy found an effective way. Moving a chair to the door, he told the girl: “That’s it, now you’re locked and you won’t be able to get out.” The door immediately opened. The TRIZ methodology is aimed at teaching preschoolers to find non-standard and effective ways to solve problems. Exercises to reveal the functions of an object 1. “What can he do?” The presenter names the object, 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. Invite the children to place the object in a fantasy setting. For example, a bicycle can be “gifted” to Little Red Riding Hood. How would a bike help her? 2. "My friends." The presenter “turns” into some object and “looks” for friends. - I am a merman. My friends are those who live in the water. Children run up or approach the leader, naming suitable objects. It is better to study using the TRIZ method with a group of children. This way they will learn from each other. But doing tasks only with your mother 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 has become.” You can invite children to name objects made from 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 little? (Stars, because they are not visible during the day; snow, because it has melted, etc. - It was green, but became yellow. What is it? Task option: we name the object, and the children tell what it is made of. 2. " "Locomotive". Children are offered cards with images of objects in different time periods. For example: a grain, a spikelet, flour, dough, a pie. Children make up a "train". in the present”, “object in the future”.

Exercises to identify connections between objects and their resources 1. “Help Cinderella” (finding internal and external resources for solving a problem) The evil stepmother told Cinderella to bake pies for lunch. Cinderella kneaded the dough and made the filling. Now she needs to roll out the dough, but there is no rolling pin anywhere. Probably, the mischievous sisters hid the rolling pin specifically to annoy poor Cinderella. What to do now? Options: ask your neighbors, buy a new one at the store, make it yourself from a log or bottle, form cakes by hand, etc. 2. “Collage from fairy tales” Dunno, Kolobok and Buratino lived in a wonderful forest. One day Kolobok went into the forest to pick 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 fairy 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. Winnie the Pooh found some shoes in the forest and decided to try them on. I just didn’t know they were magical. And he ended up in Africa. There are palm trees and tropical plants around. The little bear was surprised, he goes and is surprised at everything. Suddenly he sees the fire burning. And Barmaley is jumping around the fire. 4. "Auction". Various items are up for auction. They can be real or drawn. Children need to describe the possibilities of their use. The last one to suggest a way to use the item takes it. - What can you do with a spoon? (eat, stir, dig, etc.)

Environmental education is unthinkable without a sense of admiration for nature. The success of a teacher depends on the ability to direct the child’s gaze to beauty - to help him see it, to hear what attracts us in nature - the palette of colors, the 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, the flower had never bloomed before, or when a bird cherry branch blossomed in the group, the children all smelled it and expressed their opinions. Inna asked the question, why did she bloom? Because the children also saw for the first time that a 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 as medicine. Therefore, in an effort to raise 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 observing, communicating with nature and caring for its objects, but also by reading literature, playing, creativity, and music. All this together gives good results.

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

Only with a systematic approach to becoming familiar with nature does it allow the educational task to be realized; TRIZ - pedagogy, i.e., comes to the fore today. (theory of development of inventive problems).

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

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

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

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

For 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...”

To develop the situation by narrowing the search field “Yes - no”, “Vegetables”.

3) system analysis of “Magic Screen” “Birds”.

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

Do not restrain children's motor activity

Involve children in research work - conducting experiments.

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

The TRIZ program consists of 4 sections, each section has 2 parts: educational - initial information about nature, educational - understanding the meaning of nature, caring attitude towards it.

1 section. The world around us - observation, excursion around the territory of the village and the surrounding area. Cultivating an interest in everything that surrounds us, created either by nature (the natural world) or by man (the man-made world). Using the riches of nature, man learned to cook food, sew clothes, build houses, and mine minerals. How can a person thank nature for its generous gifts? The main principle: “Do no harm!” For example: in 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 - plastic, glass, iron - the children had to name objects made from these materials. Lesson “Vegetables, berries, fruits - vitamin products” - children learned that from fresh fruits you can get dried fruits and cook compote. After the lesson, the children became interested and often asked what else they could use to get dried fruits (orange, tomato), i.e. Using the riches of nature, man has learned to create the world around him for his own benefit. We consolidate the acquired knowledge with games: “Find out by taste.” “What is it made of?” “Chain” (ball - rubber, round, light, blue, etc.).

Section 2 Wildlife – by observing plants, animals, and inhabitants of a corner of nature, we develop an interest in objects of living nature. We foster a desire for a healthy lifestyle in harmony with nature. We give children an idea that animals and plants have analyzers, just as we sense our presence in the world, but they cannot talk 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, warmth, water and clean air; if a person does not take care of nature, an environmental disaster may occur. In the older group, a lesson was held - the experiment “Plants are asking for help” - the children and I planted flowers, observed and looked after them, after a while one flower bloomed, Inna was the first to notice that the flower had bloomed - after examining, the children and I had a discussion, why did he bloom? Because we looked after him. In a group and on a walk, we consolidate children’s knowledge with the help of games “What grows where” - plane games - tasks. “Good - bad” - situational games - tasks. “Zoo” linear games - tasks “Name and show” - volumetric - game task children name a flower in a group and show where it is. “Take care of nature” and other games.

In terms of artistic activity, children depict living nature using different techniques and materials: napkins, cut-out appliqué, crumpled paper, fabrics, cereals, bas-relief plasticine, finger painting. Volumetric works from natural materials: birds, flowers, trees, grass, animals, insects.

Section 3 Inanimate nature - we systematize and deepen children’s understanding of 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. Observing non-living nature in the kindergarten area, i.e. weather conditions natural phenomena snow, rain, hail, sun, wind, clouds, children in the group mark the weather in the 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, water-absorbing and non-water-absorbing materials, for example; sponge and cube, wood and iron. We also reinforce it with the help of cognitive games “When does this happen”, “Name the neighbors”, “What is it made of”, “Yes - no” to develop attention. In art, children often work according to plans and personal impressions.

Section 4 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, formation of the foundations of environmental consciousness - “We live on planet Earth.”

Observing with children the work of adults in landscaping the territory of the kindergarten - signs of human activity. We tell the children that the trees and shrubs on the site, the flowers in the flowerbed were all planted by the kindergarten staff and that they monitor all this, take care of them, water them, weed them, loosen the soil, replant them, remove old ones and plant young and new plants so that it was beautiful. By playing educational games, children easily remember the rules of behavior in nature: “In the forest, in the city”, “In the meadow, on the water”, “Say it in one word”, “What is unnecessary”. When children come into a group from a walk, they themselves offer to play with words, “let’s name words starting with the letter, etc.” (Dasha, Vika, Azalea, Vladik, Lera)

In drawing, children, based on their own experience and intention, convey their attitude towards the surrounding nature: “Take care of the forest,” “We are friends of nature.” Children love to compose stories on a given topic and based on fairy tales on their own (I know this fairy tale, can I tell the fairy tale myself using pictures).

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

Experience as a kindergarten teacher. Using TRIZ in environmental education of preschool children

The environmental problem is currently one of the most important for the existence of life on Earth.
There is a lot of advice in the literature on how to tell children about what happens in nature, and more often this knowledge is given to children in a ready-made form - “it was and is so”, and is not obtained by the children themselves, as TRIZ advises. When solving problems based on environmental contradictions, you can draw your own conclusions based on the knowledge gained. By acquiring new and consolidating old knowledge, but on a conceptual basis, children and adults have a deeper understanding of everything that happens in nature and in the world around them.
All preschool workers know that a child happily learns and explores what is of interest to him. The first and main task of a teacher is to first interest children in an object, and only then talk about it, explore it, reveal its essence and relationships in the world around them. The same task is faced in working with teachers: first, get them interested in this technology, and then start studying it.
Everyone knows that the easiest way to get people interested is not in ready-made knowledge, but in riddles. There are so many of them in the nature around us, and in life, that we spend our entire lives unraveling them. But most often we do not think about how the problem of survival is solved by a person, this or that animal, and even a plant, but prefer to know what lies on the surface of our ideas, what, as it seems to us, we have always known.
The diversity, brightness, beauty of nature, the clarity of its connections and dependencies ensure the accessibility of their understanding by children and have a significant impact on the improvement of their mental activity, which is manifested in the development of logic and independence of thinking.
Basically, all this is possible in the process of observation. The development of the ability to observe gives the child the opportunity not only to perceive the beauty of nature, but also to learn new things about animals, plants, and inanimate natural phenomena. Observations can be short-term, for a few minutes, or longer, over several days. In the process of short-term observations, children notice the external features of objects, for example, the color of flowers and the size of leaves of plants, the way animals move and the sounds they make, the properties of snow, earth, and sand. Long-term observations make it possible to trace the sequence of seasons, the development of plants from seeds, and the growth of domestic animals. It is also possible, using computer technology, to observe objects that are inaccessible to us at a given time. For this purpose, we use a systematic approach to the world around us. In the process of creative mastery of any new material, children face two successive tasks:
recognize a phenomenon (object), its signs, aspects, constituent elements, connections and relationships;
describe it, explain the reason and mode of existence.

Children get the opportunity to observe how an object changes over time. We also use the system operator for this.
"System operator"
Legend:
F – function

C – system
NNS - over... oversystem
PPP – sub… subsystem

With its help we solve the following problems:
we teach to see parts of an object as a whole and vice versa;
past and future of the system and its parts;
highlight the main and auxiliary functions (properties) of the system;
We teach how to operate system operator screens when viewing real objects and creating fantastic ones.
Since in the process of observations most often the study of an object is carried out by comparison in color, shape, size, properties, functions with an already known object, we systematically use a direct analogy for this.
In classes and in everyday life, our students enjoy playing the games “In the Land of Similarities”, “What to Compare with”, “What is Similar to Fruits and Vegetables” and others.
While playing, the child easily, quickly and creatively, imperceptibly learns new things and applies already acquired knowledge. In order to get acquainted with objects or natural phenomena, we give the opportunity to touch, smell, listen, taste, that is, to feel the direct impact of objects and phenomena of the surrounding world. For example, children perceive the weather condition while walking, and study the properties of water while washing.
Gradually, preschoolers begin to designate specific ideas about an object or the weather with symbols. This is already a graphic symbolic analogy. This method can be reinforced in the games “Find your house”, “Find something similar”, “Whose shadow?”, “Gifts”, “What’s hidden in the clearing?” During these games, children associate real images of vegetables, fruits, flowers, animals with geometric shapes, and find their image in a shadow version.
Using various methods of resolving contradictions, we solve the following problems: how can you take a walk in rainy weather without getting wet; on a frosty day, so as not to freeze; what to do if the yard is littered with leaves in the fall and snow in the winter; what to do so as not to get sunburned, not to get lost at night, and more.
With the help of the game “Good-bad” we try to find positive and negative sides and qualities in any object. For example: is rain good or bad?
Fine:
Gives water to plants, birds,
it won't be so hot
will wash away dust and dirt from trees

Badly:
There will be dirt
you can't play outside with friends,
boring, gray outside in the rain in the fall
We use the techniques of empathy (the ability to empathize) when reading literary works. Children imagine themselves in the form of birds, trees, flowers, and learn to hear nature.
Our students are attracted to experimentation. And here the method of modeling with little people is very skillful. Children already depict an object, object, phenomenon in the form of liquid, solid and gaseous people.
There are a lot of methods and techniques for using TRIZ in studying ecology by preschoolers. These are just a few of them, but they are also very important in the development of children.
This is TRIZ - the theory of solving inventive problems.

Transcript

1 TRIZ in environmental education of preschool children. Today, ecology is not only a science about the relationships of living organisms with each other and with the environment, it is a worldview. Therefore, it is necessary to bring to the fore in the system of work on environmental education the formation of the foundations of environmental consciousness, understanding of the general laws of development of the material world, and not just a set of information about natural objects and phenomena. The process of personality formation in general and environmental education in particular should be based on a system of scientific natural history knowledge. In order for this knowledge to become part of the internal culture and begin to influence the system of needs that dictate the motives of the child’s behavior, it is necessary to make its acquisition and assimilation emotionally colored by the joy of encounters with nature, the desire to better understand it, empathy, love for the native land, and a sense of responsibility towards it. A little person must gradually prepare to solve various kinds of problems (including research, environmental plans) that life, full of contradictions and problems, will put before him. To learn how to solve them, you need to form a certain way of thinking and unleash the creative potential of each child. Practice has shown that traditional forms of work cannot fully solve this problem. It is necessary to use new forms, methods and technologies. In my opinion, one of the effective pedagogical technologies for developing creativity in children is TRIZ - Theory of Inventive Problem Solving. It arose in our country in the 50s through the efforts of the outstanding Russian scientist, inventor, science fiction writer Genrikh Saulovich Altshuller. TRIZ is a unique tool for searching for original ideas, developing a creative personality, proving that creativity can and should be taught. The purpose of using this technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, systematicity, dialecticity; with another search activity, the desire for novelty; speech and creative imagination; preparing the child’s personality for life in a dynamically changing world. In everyday life, a child encounters unfamiliar objects and natural phenomena. The child’s direct experience cannot serve as material for independent generalization, for analyzing phenomena, or for establishing dependencies between them. To establish permanent and necessary connections and relationships between people means to discover the law. A child cannot do this, so he should be helped to give him a way to understand the world, and not just equip him with knowledge. TRIZ technology as a universal tool is used in various types of activities: productive, gaming, cognitive (experimental),

2 everyday life and is reflected in drawings, stories, movements, crafts, and of course in games. Considering the relevance of this topic and the pedagogical value of TRIZ technology, we determined the goal and objectives: Goal: creating conditions for environmental education of preschool children. Objectives: 1. Create an appropriate subject-development environment in the group; 2. Develop children’s imagination, teach them to think systematically, with an understanding of the processes taking place in the world around them. 3. Draw the attention of parents to this topic, equip them with basic knowledge and skills in using TRIZ technology. Having studied TRIZ technology and the work experience of other teachers in this area, I identified the main methods and techniques for solving the problems of environmental education. The TRIZ technology arsenal includes many methods and techniques that have proven themselves in working with preschool children. I'll tell you about some of them: - Method of contradiction (problem situations). This method helps to see contradictions in the surrounding reality, learn to formulate and solve them. Young children began to solve problem situations and find contradictions, using variants of the game “Good and Bad.” The children answered what is good and what is bad using the example of natural phenomena: “Frost is good because the snow does not melt, you can sled and skate. Frost is bad because your hands get cold, you can’t walk for a long time, you can get sick, etc.” Sometimes I divided the children into groups: one group said what was good, and the second what was bad. In the contradiction method, I also used games “On the contrary”, such as comparison and the ability to build complex sentences. Using the example of animals: The wolf is evil, and the fox is cunning (habits) The wolf is gray, and the fox is red (appearance) The deer is big, and the hare is small (size) The dog lives in a booth, and the bear in the forest (habitat) The rooster is a bird, and the cat - animal (species) In older groups, this version of the game is used to endow animals with reverse qualities. “The hare was cowardly, but became brave; I was small, but I became big.” Also, one of the options for resolving the contradiction is the game “Dangerous is not dangerous”, for example: a dog is dangerous when you tease it. Game “Like - Dislike” for example: I like that the moose is tall, I don’t like that I can’t sit down and ride. - Brainstorming method. This is an operational method of solving a problem based on stimulating creative activity, in which discussion participants are asked to express as many options as possible

3 solutions, including the most fantastic ones. A distinctive feature of the method is the prohibition of criticism and evaluation. Then, from the total number of ideas expressed, the most successful ones are selected that can be used in practice. I have used this method to solve various environmental problems. For example: “What should we do to make the air cleaner?”, “What needs to be done to make the area beautiful?” etc. One of the varieties of brainstorming, its improved form is synectics. The synectic method is based on the use of various analogies: direct, functional, fantastic. Since analogy is the similarity of objects and phenomena according to some properties and characteristics, we must first teach children to determine the properties and characteristics of objects, teach them to compare and classify. - I began to use the technique of direct analogy with young children. Direct analogy teaches children to compare an animal with different objects. Games “Who looks like what?”, “Recognize me” (by appearance). For example: what does a hedgehog look like? (on a brush, pincushion, ball), etc. In older groups these comparisons become more difficult. - Technique of functional analogy. Game "What does the sun look like?" (the sun shines, warms, makes you happy, etc. It looks like a light bulb, stove, toy, etc.) Very interesting - The device is a fantastic analogy. Children compare an animal (bird) with its toy, drawing, woven, clay, etc. prototype. For example: what is common and what is the difference between a real cat and a toy cat? I began to use this technique with middle-aged children as part of a lesson in cognitive development, drawing, modeling, appliqué, and in observing a living object. - Reception of empathy. I've been using it since I was young. This method is based on identifying oneself with someone or something, and as a result, the ability to empathize with this object. Empathy games activate children's mental activity and develop their creative imagination. I taught this object step by step. At first, I myself told how I felt in the role of this or that object; the children could complement my story. Then the children themselves told what they imagined or felt in the role of the object, and I complemented, clarified and expanded their ideas. The result was to tell about it independently, without the help of an adult. What the child imagined or felt as an object. It is easier for a three-year-old child to feel like a living object and show simple actions and tell how the object feels. Therefore, the children and I transformed into grasshoppers who were tired of jumping, into a bunny who hid behind a stump, and into a bear who was sleeping in a den.

4 I suggested that middle-aged children identify themselves with a man-made object and find a way out of a problematic situation. “You are an indoor flower. They put you in a beautiful pot and forgot to water it. What do you feel?". - Typical techniques of fantasy (TPF). (“What would happen if..?”). For example: what would happen if there was no water? I use this technique widely in practice. And, of course, it brings results. - Method of focal objects. The essence of this method is to transfer the properties of one object or several to another. It allows you not only to develop imagination, speech, fantasy, but also to control your thinking. I started using the focal object method from the middle group as recommended, because children already know the characteristic features and habits of animals and birds; know the main distinguishing features of wild and domestic animals, and birds; based on this, you can create a fantastic image of an animal or bird. How the children and I played this game. She asked the children to choose 2-3 objects, then name their characteristics (at least 4 for each) and recorded them herself. What the children say. Then I suggested transferring these features or feature values ​​one by one to the focal object. For example: the intended word spring (i.e. the focal object). We name two or three more objects, the sun, the cat. We call the signs of these words the sun - radiant, bright, warm, light. The cat is black, soft, gray, smooth. Now we transfer these signs to the focal object: radiant spring, black spring, gray spring, warm spring. Then each combination was discussed with the children; it is better to play through the games “Good - bad”, “Like, dislike”, “Convenient - inconvenient”. As a result, you can organize productive activities: drawing, modeling, an object with unusual properties, or composing a fairy tale. - Method "System analysis". The method helps to consider the world in a system as a set of elements interconnected in a certain way, conveniently functioning with each other. Its goal is to determine the role and place of objects, and their interaction for each element. When introducing children to the world around us, it is very important to show: everything that surrounds us is interconnected, consists of parts and is part of something. I have been using this method since I was a junior. At this age, it is not necessary to build screens in front of children; it is enough to build activities by giving the object (system) as a whole. To get acquainted with baby animals, I used a systematic analysis horizontally: Little hare - hare - hare Little wolf - wolf - wolf Vertically, I introduced the parts of the animal's body and habitat. In older groups, all 9 screens are used. - The little people method involves using associative pictures to explain the objects being studied. I introduced this method to children from middle age. Using this method, children made diagrams of water in liquid, solid, gaseous or

5 themselves became these little men. Using the little people method, children display the transition of an object from one state to another, for example: “an icicle or ice turns into water, water into steam.” Experience has shown that children master the proposed methods and techniques with great interest and successfully apply them. Each method of TRIZ technology in educational activities is a game. After finishing such games, the children do not get tired, they just played. All of the above methods helped me achieve certain results: children learned to speak freely, think out loud, think outside the box, can reason, and draw simple conclusions. Conclusions about the results of my work on the formation of environmental knowledge and ideas in children can be drawn at the end of the year based on a diagnostic examination.

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