The use of TRIZ technologies in the process of speech development of preschool children

The article describes TRIZ pedagogy and its use in the development of speech in preschool children.

Key words: speech, speech development, TRIZ technologies, innovative technologies.

The article describes TRIZ pedagogy and its use in the development of speech of preschool children.

Keywords: speech, speech development, TRIZ-technologies, innovative technologies.

The richness of speech is the most important indicator of the level of development of a child’s mental abilities. Through his native language, he immerses himself in the lives of the people who surround him. The clearer and more expressive his speech, the easier it is for him to express his thoughts, the deeper and richer his ability to cognize reality. The more perfect a child’s speech, the more correct his relationships with children and adults will be. Obviously, the search for means of interaction with preschoolers is mandatory in order to raise a talented person who can think outside the box and look at the world around him.

Such means of interaction can rightfully be considered innovative technologies, which are a necessary condition in the work of a teacher in the field of preschool education. One of such technologies is TRIZ technologies. TRIZ - Theory of Solution and Inventive Problems . _

TRIZ pedagogy, as a scientific and pedagogical direction, was formed in our country in the late 80s. Its goal is the formation of strong thinking and the education of a creative personality prepared to solve complex problems in various fields of activity. TRIZ technology first appeared in kindergartens in 1987. Its author is the outstanding Russian scientist, science fiction writer Genrikh Saulovich Altshuller. This technology was originally intended for engineering activities, but the patterns on which this theory is built allow it to be used in many areas, especially in pedagogy. TRIZ methods served to create methods for developing the speech of preschoolers.

TRIZ technology is also called RTV (development of creative imagination). Preschool age is unique in that it is the most favorable period for the development of the creative abilities of every child.

The development of speech of a preschooler using simplified TRIZ methods is promoted by:

– activation of children’s cognitive activity;

– creation of motivational guidelines for creativity;

– creating conditions for the development of the figurative side of children’s speech (enriching the vocabulary of evaluative vocabulary with words that have a figurative meaning, synonyms and antonyms);

– increasing the efficiency of mastering all language tools.

It is necessary to take into account didactic principles when using TRIZ elements in the development of speech in preschool children:

The principle of freedom of choice - in any educational or managerial action, the child must be given the right to choose.

The principle of openness - it is necessary to provide the child with the opportunity to work with open-ended tasks that do not have a single correct solution. In a creative task, it is necessary to show various solutions.

The principle of feedback - the teacher has the opportunity to regularly control the process of children’s mastery of mental operations, since new creative tasks contain elements of previous ones.

The principle of ideality - creative tasks do not require special equipment and can be part of any activity that makes the most of children’s capabilities, knowledge and interests.

The principle of activity is that practical activities must be included in every creative task.

The speech development of children is not limited by the framework of specially organized activities, which is why elements of TRIZ technology can be used in the free activities of children, thereby stimulating their speech. When a child asks a question, we can ask: “What do you think?”, “Let’s think together?” Using leading questions, we lead the child to the correct answer, which he managed to find himself. While on a walk, we can use the method of fantasy, for example, “revive” some natural poem, change the laws of nature, etc. Let’s bring the snow to life: who is its mother? Do you think snow has friends? What is the nature of snow? As a result of free activity using TRIZ elements, children are relieved of the feeling of constraint, shyness is overcome, speech and logic of thinking develop.

For primary preschool age, teachers are developing a model for comparing objects based on color, shape, sound, taste. The teacher teaches children to distinguish the characteristics of objects and compare them with the characteristics of others, making comparisons based on some characteristic.

In older preschool age, children learn to compare on their own based on the criteria specified by the teacher. The teacher shows a picture of something, and then asks for a comparison with other objects (by color, shape, etc.). The child himself chooses the characteristics by which he makes the comparison.

Productive activities, for example, drawing, modeling, appliqué, contribute to the development of the child’s creative speech activity, learning figurative speech in parallel with learning to write riddles. Traditionally, in preschool age, work with riddles is based on guessing them. When developing a child’s mental abilities, it is more important to teach him to come up with his own riddles than to simply guess familiar ones. TRIZ technology invites teachers to use models for composing riddles in their work. Children get joy from speech creativity. Teaching children how to write riddles can begin with children from 3.5 years old. However, at this age it will be a collective speech product, composed together with adults. With children 4–5 years old, composing riddles is more actively used when comparing objects according to given characteristics. Thus, by making comparisons based on two or more characteristics, we teach children the ability to understand comparisons and encourage them to compose riddles using the “which-what is the same” model. Older preschoolers not only compose independently in a subgroup, pair or individually, but also choose models for composing riddles.

In work on TRIZ technologies for speech development, various methods and techniques are used. Here are some of them:

“Search for analogues” - it is necessary to name the object and as many of its analogues as possible, similar to it in various significant respects. For example, a ball-apple (shape), a hare (action-jumping), a wheel (made of rubber), etc.

“Opposites” - it is necessary to name the object and as many other objects as possible that are opposite to it. For example, snow-fire (cold-hot), coal-chalk (white-black), metal-fluff (heavy-light), etc.

“Choose words”: Forest-hunter, wolf, trees, bushes, path. City - cars, houses, shops, streets, etc.

TRIZ methods can also be used in teaching creative storytelling, using various options for working with a fairy tale.

– “Fairy tale inside out” - the game consists of “twisting” a fairy tale or turning a fairy tale theme “inside out”. To do this, you need to remember a well-known fairy tale with your children and suggest changing the character of its characters. Positive character to negative and vice versa. For example: Little Red Riding Hood is evil, but the wolf is good.

- “Collage from fairy tales.” Composing a new fairy tale based on fairy tales already known to children (creative collaboration between children and the teacher).

- “Familiar heroes 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.

- “Rescue situations in fairy tales.”

Having become familiar with various methods and techniques of TRIZ technology, we applied our knowledge in practice at the “Rainbow” center for interactive development of children at the Federal State Budgetary Educational Institution of Higher Education ASPU with children 5–6 years old. This lesson, called “Winter Adventure,” was aimed at consolidating and clarifying existing knowledge about winter, enriching vocabulary and developing children’s coherent speech.

At the beginning of the lesson, we remembered with the children everything they know about winter, objects associated with it, as well as fairy tales and poems about winter. We offered the children one of the TRIZ technology methods - “Choose Words”. We took the word “winter” as a basis, and the guys suggested various associations with this word, such as: snow, icicle, snowflakes, snowman, frost, patterns, Christmas tree, New Year and others.

To teach children creative storytelling, we used one of the methods of working with fairy tales called “Rescue situations in fairy tales.” Having become acquainted with the Russian folk tale “The Snow Maiden,” the guys began to look for options for saving the Snow Maiden, ways to help the main character. The proposed options were very diverse, because the main assistant in this was imagination. The guys suggested calling Grandfather Frost so that he could help the Snow Maiden turn from a cloud into a girl again. The guys also came up with a new ending to the fairy tale, in which the Snow Maiden turns into the Sunny Girl, thus not melting from the fire. The TRIZ technology method used helped the children to reveal their imagination and imagination, enriching their vocabulary and coherence of speech.

Thus, the use of TRIZ technology methods and techniques significantly increases the level of coherent speech of children, speech becomes richer due to an increase in vocabulary. TRIZ technology, adapted for preschool age, allows you to teach and educate a child under the motto “Creativity in everything!”

Literature:

Gin S.I. TRIZ classes in kindergarten: a manual for teachers of preschool institutions. Minsk, 2007
Korzun A.V. Fun didactics: elements of TRIZ and RTV in working with preschoolers. Moscow, 2000
Sivtseva E. V. Consultation for teachers “Use of TRIZ technologies in the process of speech development of preschool children.” 2018

What if the child answers “I don’t know”?

In fact, those who work using the TRIZ method are faced with a variety of situations, including childish stubbornness, reluctance to make contact, and getting involved in games using the TRIZ method. And we have already prepared recommendations for you on what to do in these cases [K. Nesyutina, 2014]. As a rule, such situations happen due to shortcomings on the part of adults. If desired, such situations are completely correctable, and over time, you can ensure that, upon hearing a question, the child begins to think about the answer, and not just remain silent or say “I don’t know.”

What to do to get your child to start thinking and reasoning:

Never scold children for giving the wrong answer! Very often, “playing the silent game” is a consequence of the fact that the child has already said or done something wrong, received a bunch of comments, and is now simply afraid of making a mistake again.
Reason with your child and don’t act like an examiner or a know-it-all. Children are acutely aware of falsehood, and if the child is already accustomed to the fact that you always know the correct answer and ask questions only for the purpose of testing, he may not want to be a test subject. Especially if, in case of an incorrect answer, he will also be scolded.
Ask so-called “open” questions, for which there cannot initially be one single correct answer. This will make it easier for you to reason with your child, and the child will not be afraid to make mistakes. At the same time, he will understand that a different opinion is not necessarily wrong.
Answer the questions your children ask you. Otherwise, children will quickly learn that they don’t have to answer or answer all “Whys” with “Because it ends in “y.” As a rule, children pick up such excuses from adults.

We wish that your children are healthy and happy, and that you always find a common language with them! We remind you that our program “TRIZ in practice: a creative approach at work and in life” and a screening test on the topic of the article are waiting for you:

We also recommend reading:

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TRIZ classes for children: raising geniuses and simply happy people!
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Key words:1TRIZ