Card index of TRIZ games
- The friends of the blue man are everything that happens to be blue. Who is his friend? (Sea, eyes, felt-tip pen....)
- The friends of the green man are everything that is green. Who is his friend? (Grass, Christmas tree, cucumber....)
- Guys, you see how many friends we have found for our colorful people.
— My friends are all animals that can jump. Who's my friend? (Kangaroo, cat, frog, ....)
— My friends are all those animals that can swim. Who's my friend? (Walrus, goose, turtle, ....)
“My friends are all those animals that feed their young with milk. Who is my friend? (Cat, dog, bear,... .)
Didactic game “Speech Carousel” with the inclusion of elements of TRIZ technologies
Alexandra
Didactic game “Speech Carousel” with the inclusion of elements of TRIZ technologies
One of the main tasks of preschool education is the development of coherent speech in children. A meaningful, detailed statement ensures communication and full interaction between children and adults; provides an opportunity to share accumulated impressions with them, as well as obtain the necessary information.
The problem of speech development in our group is most acute; 95% of children have deviations in speech development. In this regard, the didactic game “Speech Carousel” was developed.
The novelty of this development is that the game is built on the basis of the didactic game “Tell Me” using TRIZ technology.
The purpose of the didactic game “Tell Me” is to develop the ability to compose a descriptive story; the use of TRIZ technology in this game allows you to make the game the most interesting and unusual, gives each child the opportunity to show their individuality, teaches non-standard thinking, helps to increase speech activity, broadens their horizons and lexicon.
Target:
Development of coherent speech.
Tasks:
• expand and activate the vocabulary on lexical topics;
• develop the ability to construct sentences correctly, ask and answer questions independently;
• teach children how to write a descriptive story;
• develop logical thinking;
• develop retelling skills with the visual element and the help of the teacher to develop communication skills.
The form of organization of the game is subgroup up to 6-7 people, or individual. A positive aspect of the manual is that the selection of didactic material can be varied based on the individual characteristics of the children, and taking into account existing speech disorders in children.
Game description
“Speech Carousel” is an outdoor didactic game for children of senior preschool age.
The game includes one large cloth circle and several double-sided interchangeable discs.
Card index of games using TRIZ technology elements
Thumbelina is light, and the swallow is large;
Pierrot has long sleeves, and Malvina has blue hair, etc.
44. Eurorhythm is a fantasy technique in which a specific object is viewed according to plan:
1. Function and contradictions in a given object;
2. Options by which the object is presented (fantasizing: what options do not exist?);
3. Analysis of the situation: this object is the only one left on earth, what could be the consequences of this?;
4. Analysis of the situation: the object has disappeared, how will the function be performed?;
5. Analysis of the reasons in the situation: the object exists, but the function is not performed;
6. Inventing new objects by combining this object with others (can be arbitrary).
45. Circles of Lull.
The tool consists of several circles of different diameters strung on a common rod. An arrow is installed at the top of the rod. All circles are divided into the same number of sectors. The circles and arrow are movable. The free rotation of all parts leads to the fact that certain sectors on each of the circles appear under the arrow. The purpose of this manual: to clarify the knowledge of preschoolers in various subject areas; develop the variability of imaginary images. "Make a Word" - used to form words. “Color mixing” - consolidating the production of color and its shades. “Compose a fairy tale” - used to compose various versions of fairy tales.
46. Manual “Caterpillar”
forms the ability to compare objects according to several different characteristics. Compose riddles using signs presented in the form of visual symbols. Learn to classify objects according to these characteristics and compose descriptive stories.
47. "Magic Path"
The plot of many fairy tales is based on the actions of a hero: he travels for a specific purpose, interacts with other objects (overcomes obstacles, solves problems, while changing himself and changing objects of interaction), and can learn a lot.
48. “Didactic ball”
The “Didactic Ball” manual is actively used at a young age, with the help of which we teach children to find words - antonyms. Let's give an example of using the manual in different age groups. Tasks for children 4 years old. The teacher offers a word - a noun (adjective, verb), and the child says the opposite in meaning. Example: sadness - joy; White black; cry - laugh.
49. Manual “Clock”
Symbols for feature names were introduced gradually: from simple ones (color, shape, size) to more complex ones (temperature, weight, distance, smell, etc.). In the manuals, 17 names of characteristics were placed, and additional empty cells were left for the future. The manual became universal: it was used in different types of classes and as an algorithm for composing descriptive stories and riddles.
Card index of games based on TRIZ technology in the middle group
Krestina Balabaeva
Card index of games based on TRIZ technology in the middle group
Card index of games based on TRIZ technology in the middle group
“Who talks like that?”
Goal: expanding vocabulary, developing reaction speed.
Progress: the teacher throws the ball to the children one by one, naming the animals. Children, returning the ball, must answer how this or that animal gives a voice: A cow moos A tiger growls A snake hisses A mosquito squeaks A dog barks A wolf howls A duck quacks A pig grunts Option 2. The speech therapist throws the ball and asks: “Who is growling?”
,
“Who’s mooing?”
,
"Who's barking?"
,
"Who's crowing?"
etc.
"Who lives where?"
Goal: to consolidate children’s knowledge about the homes of animals and insects. Consolidating the use of the grammatical form of the prepositional case with the preposition “in”
.
Progress: Throwing the ball to each child in turn, the teacher asks a question, and the child, returning the ball, answers. Option 1. teacher: -Children: Who lives in a hollow? -Squirrel. Who lives in a birdhouse? - Starlings. Who lives in the nest? - Birds. Who lives in the booth? - The dog. Who lives in the hive? - Bees. Who lives in the hole? - Fox. Who lives in the lair? -Wolf. Who lives in the den? - A bear. Option 2. teacher: - Children: Where does the bear live? - In a den. Where does the wolf live? - In the lair. Option 3. Work on the correct construction of the sentence. Children are asked to give a complete answer: “The bear lives in a den”
.
"Give me a word"
Goal: development of thinking, speed of reaction.
Move: the teacher, throwing the ball to each child in turn, asks: “The crow is croaking, and what about the magpie?” The child, returning the ball, must answer: - The magpie is chirping. Examples of questions: - The owl flies, but what about the rabbit? - The cow eats hay, and the fox? - The mole digs holes, and the magpie? - The rooster crows, and the chicken? - The frog croaks, and the horse? - The cow has a calf, and the sheep? – The bear cub has a mother bear, and the baby squirrel?
“Who moves how?”
Goal: enrichment of children’s verbal vocabulary, development of thinking, attention, imagination, dexterity.
Move: the teacher, throwing the ball to each child, names an animal, and the child, returning the ball, pronounces a verb that can be attributed to the named animal. Teacher: - Children: Dog - stands, sits, lies, walks, sleeps, barks, serves (cat, mouse)
"Hot Cold"
Goal: to consolidate in the child’s mind and vocabulary the opposite characteristics of objects or antonym words.
Move: the teacher, throwing the ball to the child, pronounces one adjective, and the child, returning the ball, names another - with the opposite meaning. Teacher: - Children: Hot-cold Good-bad Smart-stupid Cheerful-sad Sharp-dumb Smooth-rough
“What happens in nature?”
Goal: to consolidate the use of verbs in speech, agreement of words in a sentence.
Move: the teacher, throwing the ball to the child, asks a question, and the child, returning the ball, must answer the question asked. It is advisable to play the game according to themes. Example: Theme “Spring”
teacher: -Children: The sun - what is it doing? - It shines, it warms. Streams - what are they doing? -They are running and murmuring. Snow - what does it do? — It’s getting dark, melting. Birds - what are they doing? - They fly in, build nests, sing songs. Drops - what does it do? - It rings and drips. The bear - what does it do - wakes up, crawls out of the den.
“Who can perform these actions?”
Goal: activation of children's verbal dictionary, development of imagination, memory, dexterity. Progress: the teacher, throwing the ball to the child, names the verb, and the child, returning the ball, names the noun that matches the named verb. Teacher: - Children: Walking - person, animal, train, steamboat, rain... A stream runs, time, an animal, a person, a road... A bird, a butterfly, a dragonfly, a fly, a beetle, an airplane flies... A fish, a whale, a dolphin, a boat, a ship, a man floats...
“What is it made of?”
Goal: to consolidate the use of relative adjectives and methods of their formation in children’s speech.
Move: the teacher, throwing the ball to the child, says: “Boots made of leather”
, and the child, returning the ball, answers:
“Leather.”
Teacher: - Children: Fur mittens Copper basin Copper vase Crystal crystal Mittens wool
"Put it into pieces"
Goal: orientation in space.
Progress: the character Fyodor asks the guys to help her: put pots and pans on the bottom shelf, plates, spoons, knives and forks on a higher shelf, and saucers and jugs on the top shelf.
“Who was who?”
Goal: development of thinking, expansion of vocabulary, consolidation of case endings.
Move: the teacher, throwing the ball to one of the children, names an object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what)
there was a previously named object: Chicken - egg Bread - flour Horse - foal Wardrobe - board Cow - calf Bicycle - iron Dud - acorn Shirt - fabric Fish - egg Boots - leather Apple tree - seed House - brick Frog - tadpole Strong - weak Butterfly - caterpillar Adult - child
“Which vegetable?”
Goal: development of tactile, visual and olfactory analyzers.
Procedure: the teacher cuts the vegetables, the children smell and taste them. The teacher gives an example: “The tomato is sweet, but the garlic is spicy.”
“What does it sound like?”
Goal: development of auditory attention and observation.
Progress: the teacher behind the screen plays various musical instruments (tambourine, bell, wooden spoons)
. Children must guess what it sounds like.
“What happens in the fall?”
Purpose: to teach the seasons, their sequence and main features.
Progress: on the table are mixed pictures depicting various seasonal phenomena (it is snowing, a flowering meadow, an autumn forest, people in raincoats and with umbrellas, etc.). The child chooses pictures that depict only autumn phenomena and names them.
“What’s missing?”
Goal: development of attention and observation.
Progress: the teacher lays out 4 vegetables on the table: “Children, look carefully at what is on the table. These are onions, cucumbers, tomatoes, peppers. Look carefully and remember. Now close your eyes.” Children close their eyes, and the teacher removes one vegetable. “What’s missing?”
Children remember and name the vegetable.
“Catch and throw – name the colors”
Goal: selection of nouns for the adjective denoting color. Reinforcing the names of primary colors, developing children's imagination.
Move: the teacher, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective. Teacher: - Children: Red - poppy, fire, flag Orange - orange, carrot, dawn Yellow - chicken , sun, turnip Green - cucumber, grass, forest Blue - sky, ice, forget-me-nots Blue - bell, sea, sky Violet - plum, lilac, dusk
"Whose head?"
Goal: expanding children's vocabulary through the use of possessive adjectives. Procedure: the teacher, throwing the ball to the child, says: “The crow has the head...”
, and the child, throwing the ball back, finishes:
“...crow.”
For example: A lynx has a lynx’s head. Fish - fishy Cat - feline In a magpie - magpie In a horse - equine In an eagle - eagle In a camel - camel
"The Fourth Wheel"
Goal: to consolidate children’s ability to identify common features in words and develop the ability to generalize.
Move: the teacher, throwing the ball to the child, names four words and asks to determine which word is superfluous. For example: blue, red, green, ripe. Zucchini, cucumber, pumpkin, lemon. Cloudy, stormy, gloomy, clear.
"One is many"
Goal: to consolidate various types of endings of nouns in children’s speech.
Progress: the teacher throws the ball to the children, calling singular nouns. Children throw the ball back, naming the nouns in the plural. Example: Table - tables chair - chairs Mountain - mountains leaf - leaves House - houses sock - socks Eye - eyes piece - pieces Day - days jump - jumping Sleep - dreams gosling - goslings Forehead – foreheads tiger cubs
"Pick up the signs"
Goal: activation of the verb dictionary.
Progress: the teacher asks the question “What can squirrels do?”
Children answer the question and find
a picture for the question asked . Sample answers: Squirrels can jump from branch to branch.
Squirrels know how to make warm nests. "Animals and their young"
Goal: to consolidate the names of baby animals in children’s speech, consolidate word formation skills, develop dexterity, attention, and memory.
Move: throwing the ball to the child, the teacher names an animal, and the child, returning the ball, names the baby of this animal. The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs. Group 1 . The tiger has a tiger cub, the lion has a lion cub, the elephant has a cub, the deer has a fawn, the elk has a calf, the fox has a fox calf. Group 2 . A bear has a baby bear, a camel has a baby camel, a hare has a baby hare, a rabbit has a baby rabbit, a squirrel has a baby squirrel. Group 3 . A cow has a calf, a horse has a foal, a pig has a piglet, a sheep has a lamb, a hen has a chick, a dog has a puppy.
“What is round?”
Goal: expanding children's vocabulary through adjectives, developing imagination, memory, and dexterity.
Move: the teacher, throwing the ball to the children, asks a question; the child who caught the ball must answer it and return the ball. -What is round? (ball, globe, wheel, sun, moon, cherry, apple)
– what is long?
(road, river, rope, tape, cord, thread)
- what is tall?
(mountain, tree, rock, person, pillar, house, closet)
- what is prickly?
(hedgehog, rose, cactus, needles, Christmas tree, wire)
“Pick up a word”
Goal: development of word formation skills, selection of related words. For example, bee - bee, little bee, beekeeper, beekeeper, bees, etc.
"Generalizing concepts"
Goal: expansion of vocabulary through the use of generalizing words, development of attention and memory, ability to correlate generic and specific concepts.
Option 1. Move: the teacher names a generalizing concept and throws the ball to each child in turn. The child, returning the ball, must name the objects related to that general concept. Teacher: - Children: Vegetables - potatoes , cabbage, tomato, cucumber, radish
. Option 2. The teacher names specific concepts, and the children name generalizing words. Teacher: Children: Cucumber, tomato - Vegetables.
"Good bad"
Goal: introducing children to the contradictions of the world around them, developing coherent speech and imagination.
Progress: the teacher sets the topic of discussion. Children, passing the ball in a circle, tell what, in their opinion, is good or bad in weather phenomena. Teacher: Rain. Children: Rain is good: it washes away dust from houses and trees, it is good for the earth and the future harvest, but bad - it gets wet us, it can be cold.Teacher: City.Children: It’s good that I live in the city: you can go on the subway, by bus, there are a lot of good shops, the bad thing is that you won’t see a live cow or rooster, it’s stuffy, dusty.
"Near and Far"
Goal: development of auditory attention, hearing acuity.
Progress: the teacher behind the screen produces sound with a large or small toy. Children determine the size of the toy (large or small)
"Call me kindly"
Goal: strengthening the ability to form nouns using diminutive suffixes, developing dexterity and speed of reaction.
Move: the teacher, throwing the ball to the child, calls the first word (for example, ball), and the child, returning the ball, calls the second word (ball)
.
Words can be grouped by similar endings. Table-table, key-key. Beanie hat, squirrel squirrel. Book-book, spoon-spoon. Head-head, picture-picture .
Soap-soap, mirror-mirror. Doll-doll, beet-beet. Braid-braid, water-water. Beetle-beetle, oak-oak. Cherry-cherry, tower-tower. Dress-dress, chair-chair. "Fun account"
Goal: to consolidate the agreement of nouns with numerals in children’s speech.
Move: the teacher throws the ball to the child and pronounces a combination of a noun and the numeral “one”
, and the child, returning the ball, responds with the same noun, but in combination with the numeral
“five”
,
“six”
,
“seven”
,
“eight”
. Example: One table - five tables One elephant - five elephants One crane - five cranes One swan - five swans One nut - five nuts One cone - five cones One goose - five goslings One chicken - five chickens One hare - five hares One hat - five hats One can - five cans.
“Guess who called?”
Goal: distinguishing the most abbreviated sound complexes by timbre.
Move: the driver turns his back to the children and uses the sound complex “pee-pee”
determines who called him. The child the teacher points to calls the driver.
