What is triz? theory of solving inventive problems. Triz in kindergarten

November 3, 2016 at 8:00 pm

Solution theory inventive problems on fingers

• Algorithms,
• Entertaining puzzles

Imagine you are faced with a problem of how to improve something, or how to make something work. How to come up with something new? This is why the Theory of Solving Inventive Problems was invented. In this topic I’ll try to tell you what it’s about.

For warming up

Life situation: in good weather, the windows in the apartment should be open, but if it rains outside, there will be a need to close them. We have no desire to monitor this and close them ourselves. What solution comes to mind?
An interesting fact: things that we have already seen before, or simply some ready-made solutions, always come to mind.

Correct problem statement

One of the first problems that everyone faces is not understanding the condition. For a given problem you need to build alternative questions, which also solve the problem.

For example: find an inexpensive rapid method for detecting air leaks in car tire(this is the problem as given by the PKD).

Alternative questions (this is the problem as understood (PKP)):

• How to Find a Leak in a Tire
• How to Predict the Possible Location of a Tire Leak
• How to find a way to fix a tire leak on your own

The first option is clearer than the original one, since it is more specific. The more specific the problem is, the easier it is to solve it.

Activation method for enumerating solutions

There are many ways to activate a variable approach to solving inventive problems (in case you need to come up with something specifically new, and not new way application of an existing one). I will give the main ones:

1. Morphological method
   We create a table where the axes are parameters and characteristics that are important to us. For each axis we describe the possible achievements of this characteristic. Thus, by choosing one method from each axis, you can select the most correct and optimal solution for the entire technical system.
2. Rethinking the task
   The same problem can be solved in different ways depending on the goal. For example: it is necessary that the battering ram does not break when colliding with a door.
   You can change the material of the ram; try to make the ram become stronger when it hits the door (like rams and their horns during a collision).
3. Method of analogies
   Direct analogy: any similar situation or problem solved in another field of activity, science or nature.
   Personal analogy: an attempt to look at the task, identifying oneself with the object, an attempt to enter its image, to find personal analogies in a person’s experience.

Example

Consider a regular cup. If you pour boiling water into it, it will become hot and it will not be easy to hold it in your hands. But we want to use it!
Let's formulate the problem (a contradiction. After all, it is the contradiction that forces us to solve the problem): We need something hot to be poured into a cup without being scalded when you pick it up.

What are we working with?

One way to keep the poured liquid warm without letting the cup heat up is to make it out of a thicker material. This will not lead to significant changes in production other than additional material costs. A similar solution would be to change the material from which the cup is made.

What if there are other options? You can make sure that the cup has a place that does not heat up. This idea led to the creation of handles for cups.

The cup remained a cup and gained almost no weight. Additional costs are minimal since the handle is made of the same material.

Why not do it differently?

Of course, these are not the only ways to solve the problem. Except for one BUT. How simpler solution, the easier it is to apply.

A technical object is ideal if it does not exist and the function is performed
In other words, a solution is best if it requires nothing more than what we have in the condition.

Solutions for other areas

Sometimes some tasks that were big problem for a long time in one area have already been solved in another.

A small example

Being in complete darkness, you need to navigate in space. If we can't see, who can? (we immediately form a contradiction within ourselves: a person cannot see in the dark, but he needs to be able to navigate in it).

Here you can remember animals that feel good in the dark. Cats and the bats. In the first option, you need at least a weak light source (direct or reflected). And in the case of a bat, light is not needed at all; they move using reflected sound.

Echolocators were made using bats as an example, but night vision goggles were based on the ability of cats to navigate in low light.

Another interesting example

And another example from the animal world: how to get rid of lacing in clothes? One of good decisions- tie clothes with an additional piece of this same clothing, which formed the basis of most robes.

The second fairly common solution is to use fasteners instead of fastenings, a version of which is Velcro (their prototype at one time was burdock fruits).

Eventually

A brief diagram of the use of TRIZ in general view can be represented as:

1. Define the problem and formulate it (the problem as given and the problem as understood)
2. Find a contradiction and what prevents you from solving the problem (what is the problem of the situation)
3. Highlight the resources we have
4. Apply existing solution techniques (in space, time screen, solutions from other areas, and so on)
5. Analyze the solution and see if it can be improved

I hope that despite the brevity, I was able to explain in general terms what TRIZ is (or at least encouraged me to find out more).

Diversity modern systems Raising children sometimes confuses many parents when choosing an educational paradigm for their child. All pedagogical systems currently support the idea of ​​harmonious development, equally paying attention to the intellectual, emotional, moral and other areas of the child’s personality. And the main task of developmental education is to adapt the child to the future life as effectively as possible, to teach him to cope with unpredictable situations in which he will find himself in the course of his life, and here the ability to quickly make effective and often non-standard decisions plays a decisive role.

One of the leading pedagogical technologies, actively supported by many Russian practitioners and theorists of child education, is the so-called TRIZ or technology for solving inventive problems, created in 1946 by Heinrich Altshuller. Having spent considerable time analyzing data collected by numerous patent funds, he came to the conclusion that all inventions are based on the same premises. Having identified and systematized them, he was able to create his own theory, which is often called not the theory of solving inventive problems, but the theory of finding the right solutions, which much more accurately reflects the essence of the method.

The name of this system is associated more with scientific creativity than with raising children, however, even in raising children, the use of this technique gives very effective results. This does not prevent the use of TRIZ in “adult” life - in engineering, business, politics and even in creativity. In fact, the main content of the theory is to teach a child or adult not so much to invent as to accept right decisions, guided by certain logic and algorithms for assessing the current situation. Currently, even analytical computer programs, built on the basis of TRIZ technology, and having the ability to provide ready-made solutions for any area human activity.

The essence of TRIZ technology

Usually, when we find ourselves in a situation that requires us to make a decision or find a way out of a difficult situation, we can start searching optimal option solving a problem only by relying on existing experience, using trial and error, and, of course, logic. This approach is not very effective and, if a non-standard solution is required, it may take long time and does not at all guarantee success. But what if we had universal search principles? non-standard solutions, applicable to any situation and field of activity? Principles that would allow you to approach the problem systematically, rather than situationally? This is exactly what TRIZ teaches.

The search for a solution, a way out of the situation based on TRIZ technology is based on standardized logical operations growing from general laws development of any technical systems. The main premise of TRIZ is that any, even the most technically complex, systems do not arise on their own, but on the basis of common patterns that can be cognized and used to create new systems, as well as to solve current problems. The theory of inventive problems makes it possible not to waste time on trial and error or waiting for creative insight, but to use a systematic approach and solve most routine work on intellectual level, having found optimal solution.

TRIZ in kindergarten

Although TRIZ technology is effectively used in almost all spheres of human activity, it is best to start developing systems thinking from early childhood. That is why in many kindergartens and educational systems for preschoolers TRIZ elements are increasingly used, and in the domestic pedagogical science More and more often we hear about the emergence of a new direction - TRIZ pedagogy.

The objectives of TRIZ in preschool education are:

1. To teach to see the objects of the surrounding world as multifunctional and versatile.
2. Teach your child to identify contradictions between objects in the surrounding world.
3. Teach your child to fantasize and invent new things.
4. Teach how to solve fantastic, fairy-tale, game problems using TRIZ techniques.
5. Learn to find a way out and effectively solve real situations.

These tasks are consistently implemented during the interaction between the teacher and the child, gradually accustoming him to systemic thinking and a non-standard approach to finding solutions to any situation.

We won’t go into detail about the intricacies right now. variety of options educational programs for preschool age created on the basis of TRIZ, this is not difficult to do by yourself by studying any of the books on the theory of inventive problems suggested at the end of this article. Let us only note that there are many of them, and each involves detailed methodological recommendations for educators on a specific implementation of the theory. TRIZ interaction with children is based on collective games and activities in which children are taught to identify contradictory properties of objects and phenomena and effectively resolve these contradictions based on the task set by the teacher. At the same time, TRIZ-oriented educational programs do not at all replace the main pedagogical program, but only reinforce it, making it possible to make the educational process interesting, entertaining and take it to a qualitatively new level.

The main tool used in TRIZ not only for preschoolers, but also for older children is pedagogical search. When a child is not offered ready-made solution, but give the opportunity to find it yourself, focusing not so much on the successful result of solving the problem, but on effective application algorithm for its search.

TRIZ methods

TRIZ classes with children and adults quite often use characteristic methods that make it possible to change the idea of ​​the initial situation. This makes it possible to identify new, hitherto unknown to the novice researcher, features of an object or system as a whole.

The most frequently used methods in TRIZ systems are:

• Little Men Method– for ease of understanding of complex, component processes they are depicted as little people who are in different relationships with each other. The little men method is especially often used when solving problems related to the molecular level. Thus, the little men-molecules of gas do not rock each other, liquids do not hold hands, and solids do not clasp tightly with both arms and legs.
• Focal object method– properties are attributed to the original object that were not originally inherent to it, often fantastic. This breaks the stereotyped perception of the system and allows you to find unexpected solutions.
• System operator– for any system, subsystems (component parts) and supersystems (larger formations, for example, for a “tree” system, the supersystem will be “plant”) are also studied.
• Resources– the entire system is considered from the point of view of resources or their derivatives. This makes it possible to take a functional approach to solving the problem. In addition, the properties of resources can complement each other, thereby expanding the capabilities of the researcher-inventor.
• Controversies– any system has contradictory properties regarding the same function. That is, property “A” of any system, allowing it to perform a useful function, necessarily presupposes negative property“not-A”, which makes it possible not to perform a harmful function.
• Fantasizing- through the unification of parts of the whole (for example, a horse and a man are a centaur), reduction or increase, acceleration or deceleration, fragmentation or unification, statics or dynamics, revival and universalization of objects, and so on.

Combining these techniques allows you to build a single educational process, make it interesting, and most importantly, effective from the point of view of the development of the child’s personality and cognitive abilities, a systematic vision of the world and constructive solution life tasks.

TRIZ games in kindergarten

First classes in kindergarten always wear game uniform, and TRIZ training is no exception. The beginning of critical thinking is laid during simple games:

• "A lot and a little"- children are asked to quickly express with conventional gestures (closely spread palms - a lot, palms together - a little, one above the other - enough) their attitude to the phrases they hear, such as: “One leg for all people is ...”, “A bucket of water for an elephant - this is...", "A bucket of water for a sparrow is..." and so on.
• "Good bad"- children answer the question why this is good or bad in relation to the same situation, and the situations gradually follow from one another. For example, sweet candies are good and tasty, but they are also bad because they can cause toothache. Having a toothache is good, because it’s a signal that it’s time to go to the doctor, but it’s also bad, because you can go to the doctor in advance... and so on.
• "We ran away"- a group of children is asked to quickly scatter to the sides according to some sign that the teacher names. For example, those who have clothes with pockets - to the right, and those without pockets - to the left; Those who were brought to kindergarten by dad went to the right, and those who weren’t brought to kindergarten by dad went to the left.

Within the framework of this article, we were able to present only the most general points theories of inventive problems. To get to know this system better, you can read one of the many books on TRIZ, especially since in most cases this is not only educational, but also fascinating reading. We can recommend you the following books as must-read books:

• “Creativity as an exact science” Altshuller G.S.;
• “Kolobok and everything, everything, everything, or How to reveal the creator in a child” Shusterman Z.G., Shusterman M.N.;
• "Basics classical TRIZ. Practical guide for inventive thinking" Orlov M.;
• “Principles of survival, or Theory of creativity for every day” Kizevich G.;
• “New Adventures of the Kolobok or the Science of Thinking for Big and Small” Shusterman Z.G.;
• “And then the inventor appeared” Altov G.;
• “Denis is an inventor. A book for the development of inventive abilities of children of primary and secondary classes" Ivanov G.I.;
• "How to become a genius: Life strategy creative personality" Altshuller G.S., Vertkin I.M.;
• “TRIZ in kindergarten” Gin.S.;
• “World of Fantasy” series of books;
• "World of Mysteries" series of books.

Thus, TRIZ is an effective effective method, used in all spheres of human activity and for all ages. It allows you to systematically approach problem solving, as well as develop critical thinking. Preschool age is the most best time to begin mastering this way of perceiving the world, since it is at this age that the foundations of future principles of interaction between man and the world are laid.

And finally, a video about how TRIZ methods are used and actively implemented in a Petravodsk kindergarten. Interesting)))

Today there are many methods for raising a child to be a comprehensively developed personality. One of them is TRIZ. What could this mean? this abbreviation? This is a theory for solving inventive problems. What kind of technique is this? Read about it below.

What is TRIZ

This abbreviation stands for "theory of solving inventive problems." What is she? This is the science of how modern man must solve problems. The theory was developed by Soviet scientist Heinrich Altshuller. Who is he? This is a science fiction writer and inventor-engineer rolled into one. This man developed a theory, and then confirmed it in practice, that if you look at any problem, the solution to it can be found in the same way. That is, by performing the same algorithm of actions, you can solve all problems.

If such a wonderful manual was developed already in the 40s of the last century, then why do people today face some insurmountable obstacles? The fact is that not all teachers know what TRIZ is. After all, we have all heard about speed reading, but how many people on earth own it? The same applies to language learning systems. There are many different manuals and courses, but for some reason only a small part of our compatriots speak two or three languages ​​perfectly.

Why was TRIZ created?

The main goal of the theory of solving inventive problems is to find a single solution. For many PR professionals and creatives, this may seem strange. Just one solution? But, as you know, the most best idea- is always the simplest and lies on the surface. Before the TRIZ theory was developed, people believed that in order to find the optimal solution they needed to examine the problem inside and out, brainstorm and find 100500 various options solutions. But if you think about it, in the end they always left one option, and the one whose implementation would require the least amount of costs, both physical and material.

TRIZ principles

• Inventions. Thanks to them, a person improves the world in which he lives. And as you know, we live according to laws already created by nature. People improve the system in many ways. Those who the best way fit into daily life, remain, others are simply forgotten over time.
• There are always contradictions. This principle is easiest to understand with an example. The efficiency of any mechanism will be directly proportional to its volume, this is exactly what engineers who assembled computers thought for a long time. And indeed, just 10 years ago the most powerful computers There were those devices that had very heavy dimensions. But with the invention of new ways of storing data, the size of the computer has decreased. The contradiction has disappeared.
• For every problem there is a solution. Everything will depend on the resources available to the person or the system. Let's explain with an example. Adults want to give children as much information as possible. But children's books are always small. How do you compress stories? Thanks to pictures and poems, you can shorten some of the text.

Who is the system intended for?

We have found out what TRIZ is, and now we need to understand who can be taught this theory. Like most experiments, scientists performed this on children. After all, the success of a new method of education cannot be tested on anyone else. Therefore, preschool children became “guinea pigs.” When the TRIZ system showed that the scientists were not mistaken, and children were taught to think more systematically, they continued to study with them in school age. More than one decision has already been made here complex tasks. The children were given tasks, but there were no leads or hints.

And also the TRIZ system has proven itself quite well as an improvement program for adults. It is clear that the brain is more plastic at a young age, but it is worth understanding that a person is able to perceive new information any age. Therefore, today a person has any age group There is an opportunity to study according to the TRIZ system. Moreover, this can be done both at home and in special institutions who conduct courses, seminars and intensive courses.

How long does training take?

The theory of solving inventive problems is a whole science. Moreover, by analogy with physics or chemistry, we can say that you should study it all your life. How can this be, because in kindergarten and school children are trained with exercises, and when entering higher education educational institution, the person no longer practices TRIZ constantly? Everything that has settled in his subcortex is what he uses.

This is exactly how many people live in our country. But if we draw parallels with a language, for example with English, it becomes clear that it is quite possible to learn it in 10 years. But if you don’t put the language into practice, the knowledge will quickly evaporate. Therefore, the answer to the question of how long it takes to learn how to use TRIZ can be as follows: any adult can master the basics in a month, but it will take more than one year to hone the acquired knowledge in practice.

TRIZ in kindergarten

The theory of solving inventive problems has the same structure. To understand it, you need to break it down into points and illustrate it with examples.

• The first stage is when children are given a task, and they must solve it without the help of adults. What might a task look like? It should be formulated in the form quick question, where you can find the answer. Examples: how can you find out what time it is if you don’t have a watch on your hand; how to find yourself smart person in the world? You can even ask a standard riddle: how to put an elephant in the refrigerator?
• TRIZ in kindergarten involves finding contradictions. Let's give an example. The sun is good, it gives the earth light and warmth. But if there is no rain, then a drought will begin, which can then turn into a fire.
• The final stage is the resolution of contradictions. When a task is set, for example: It's raining, what should I do? A contradiction was found: take an umbrella, but it is too big and does not fit in the backpack. All that remains is to draw a logical conclusion: You should take a folding umbrella, which will protect you from the rain and fit perfectly in your bag.

TRIZ at school

As is known, training program everyone educational institutions is certified, approved and, as a result, does not change for years. And if TRIZ technologies exist in preschool educational institutions according to the Federal State Educational Standard, then this system is not officially used in schools. Some teachers introduce it as an additional or elective activity, but not on an ongoing basis. And as we have already found out, knowledge that is not confirmed by sufficient practice has no particular value.

How can you entertain children during an elective class? TRIZ for preschoolers are easy problems, mainly based on fairy tales or their life experiences. Children 9-12 years old can already be given serious tasks, the answers to which they will come up with, and not look for in their past. What could it be?

Example assignment. Two neighbors live in a dorm room. One of them watches TV in the evening, the other reads. There is only one light bulb in the room, hanging in the center on the ceiling. The light prevents one of the neighbors from watching TV, as it illuminates the screen. What can you come up with as a solution to such a problem? The answer is quite obvious. You need to glue a piece of opaque tape to the light bulb on the TV side, then the glare will stop, and the second person will still be able to calmly read in the light.

Can adults improve their inventive abilities?

Despite the fact that with age the brain loses its plasticity, a person’s ability to learn remains. The use of TRIZ is useful for people of any profession and any age. After all, everyday problems are sometimes no less annoying than work problems. Today, in this century digital technologies, everyone can download books on TRIZ theory, or, if you don’t have time to learn the basics on your own, you can sign up for specialized courses. You can gain knowledge in a condensed form in 2-3 weeks.

What games to play with the guys

TRIZ in kindergarten is not lessons. New knowledge is presented to the children in the form of a game. One of them is called "Masha the Confused Man". The child approaches a deck of cards on which objects used in the household are drawn. For example, knives, forks, spoons or a mixer. He pulls out a card, and there is a knife. He explains to the group that the knife is lost. Now the child should complain that he does not know what he will use to cut the bread. And the group must offer solutions to the problem. For example, bread can be cut with a fishing line, a ruler, or broken off by hand. Or you can cut it with a hacksaw or pick it out with a fork.

Another example of TRIZ problems is the Teremok game. The task of children is to learn to see general signs at different objects. Each of the children is given a card on which an object is drawn. One child becomes the leader and climbs into the house. In his hands he holds a card with a picture of, for example, a guitar. A friend approaches him, holding a picture of a fishing rod. The presenter voices the conditions: I will let you into the house if you name the common signs between me and you. A child with a picture of a fishing rod begins to list that both the guitar and the fishing rod are made of wood, both of these objects have threads and fishing lines, etc.

How to look for answers

TRIZ for preschoolers is not only a way to solve imaginary problems, but also a way to develop imagination. Therefore, when in an everyday situation it is necessary to quickly come to some conclusion, the child can do this with ease. How? How more people solves all sorts of problems, the more analogies will remain in his head, thanks to which he can quickly find answers.

For example, if a child has already solved the problem that bread can be cut not only with a knife, but also with a ruler or spoon, then on a hike he will be able to quickly find his way when there is not something cutting at hand. The main task of TRIZ is not to solve problems for the sake of solving them, but to find answers to life's questions.

A problem with a ready-made solution

TRIZ games in the garden are popular. But not all educators can quickly come up with suitable tasks for children. That's why we offer this option. A ceramic mug retains heat well, but also heats up quickly. We need to figure out how to make it so that, without changing the material, we can produce an object of the same type, but with the condition that it will be comfortable to hold in our hands. Children may suggest using various wrapping materials, cup holders, or knitted “clothes.”

It is worth saying that such mugs will be very expensive to produce, since in addition to cutlery will have to buy more additional items. It's worth waiting until some child comes up with the idea of ​​attaching a handle to the mug. This answer will be correct. After all, the handle is made from the same material as the mug, which means there will be no extra costs. You can come up with an activity with TRIZ elements quickly, you just have to practice. Here are more examples. How to move a chair around the apartment so that it does not leave marks on the surface? How to quickly defrost food?

What does the system provide?

After a month of TRIZ classes in preparatory group You can already see the first results. Children begin to become interested in the world around them and try to solve paradoxes. And this desire is laudable. TRIZ technology in preschool educational institutions according to the Federal State Educational Standard is gaining momentum every year. If further preschool education will apply this theory and master it in practice, then perhaps the next generation of children will grow up to be geniuses.

What can you get from TRIZ training? The ability to look at problems from a different angle and find a solution where none was previously visible. Moreover, you no longer need to spend hours on collective brainstorming; one person, thanks to his power of imagination, is quite capable of coping with even the most complex task.

Each of us can easily name at least a few laws by which the nature around us lives (the laws discovered by Kepler, Newton, Darwin, Mendel are taught in school). How many people know the laws by which the technology around us “lives”?

TRIZ - The Theory of Inventive Problem Solving - studies these laws and, based on the knowledge gained, builds a methodology for improving and predicting the development of technical systems. This creates the opportunity to more effectively solve problems that specialists in various fields of technology constantly face. From the many ways to solve a problem, an engineer, designer, or manager can now choose the path that lies in line with the objective line of development of the system being improved, which will ensure his innovations have a longer life and competitiveness. Moreover, it becomes possible to predict the basic properties that the system will take at the next stage of its development, including the possibility of predicting changes in its principle of operation, although these changes are often far from obvious and are not determined by conventional predictive methods.

Identification of common features accompanying the change of generations of a wide variety of devices and technologies, led to a generalization principles for creating something new. This is how libraries of techniques, standards, and effects appeared that help solve problems; Methodological recommendations also appeared, suggesting what exactly from the library should be used in a particular case.

The algorithmic approach to problem solving has revolutionized creative technology before our eyes. Specialists trained in TRIZ were amazed to discover that many “unsolvable” problems were solved “according to the standard.” Systems began to be created based on TRIZ artificial intelligence to automate the search for solutions. At enterprises, whose management was convinced of the effectiveness new technology and realized the importance of mastering it, hundreds of specialists study TRIZ centrally.

Methods for developing creative abilities and a “resourceful” style of thinking developed with the help of TRIZ are taught in many educational institutions. The age of students is becoming younger all the time: educators are already talking about the serious effectiveness of using TRIZ in education kindergartens .

It turned out that the methodological approaches to solving problems developed in TRIZ work not only in technology. They are used, although not always strictly “according to the rules”, by writers and screenwriters - to generate plot ideas, artists and directors - to search for expressive means of realizing a plan, production organizers - to select management decisions, rescuers - to get out of acute situations, etc.

The development of TRIZ and the expansion of areas of its application continues in Russia and abroad in various ways. methodological schools. The main thing that unites them is their reliance on objective patterns of development of those systems that are subject to analysis, improvement, and synthesis.

TRIZ, or the theory of inventive problem solving, is an interactive technology that is used in preschoolers to stimulate their imagination and inclination to solve inventive problems. Its founder is G. S. Altshuller, and main idea boils down to the fact that everything is according to certain laws that should be consciously used.

This technology long years was successfully used to work with children on, and then its second part appeared - creative pedagogy with its TRIZ section. Today, methods and techniques of technical TRIZ are successfully used when working with preschoolers to develop imagination, creativity, dialectical thinking, and inventive ingenuity.

The TRIZ program for children is a program of collective activities and games, which is accompanied by detailed methodological recommendations for teachers. The child himself chooses the topic, material and type of activity for the lesson; in the process of playing, he learns to see the contradictory properties of objects and phenomena, and to find a solution to these contradictions. Children use their imagination to find the optimal solution to a problem and thereby learn the structure and essence of objects, the patterns of their appearance and development.

The main means of working in TRIZ is pedagogical search: children explore a problem and look for answers to questions. The teacher’s task is not to give the child ready-made knowledge, but to show how to find it on their own.

Principles of designing TRIZ classes for children

To achieve a successful result, the technology of TRIZ classes must be built on clear principles. The first one will be minimal amount information and maximum - reasoning. The optimal form of organizing a discussion here is brainstorming. An important principle there will also be systems approach, suggesting that all phenomena are interconnected and should be considered in development: prerequisites - phenomenon - result. During the lesson, you should connect all the means of perception available to the child, mental operations, activate creative imagination, visualize, etc.

For example, a TRIZ task: “How to transfer in a sieve?” should connect children's knowledge about different states of matter. A child can talk for a long time about how to improve the sieve itself, and later the teacher points out that the steam coming out of the kettle is also water. In the process of further reasoning, the children themselves come to the conclusion that water can be frozen and then transferred in a sieve. As a result, children develop creative imagination, and they become active participants in the pedagogical process.

Conversations on historical topics will be useful, for example, how the wheel, pencil, fork, airplane, etc. were invented. You can use these technologies to develop empathy: “What does a tree or bush feel when we pick a leaf or break branches? Is he in pain?

Also, an example of a TRIZ task for children could be a game on the functions of objects: when to name greatest number areas of application of any object, for example, brick. This and construction material, and press, and chalk, and decoration garden paths etc. You can find the most unexpected uses for ordinary objects.

Game “Danette, or guess what I wished for”: the teacher thinks of a word, and the children ask questions until they guess it. The teacher answers only “yes” or “no”. A child can also think of a word, and the teacher, together with the other children, will ask questions and try to guess the word.

The game “Creating a fairy tale based on questions”: children take turns answering the question and coming up with the plot of the story, which can then be depicted in drawings. TRIZ for children can be used not only as planned, during classes or walks, but in situations when the teacher needs to keep the children occupied with something, for example, while waiting to be picked up from kindergarten, or on the way to an excursion.

So, TRIZ technology is implemented on the principles of cooperation pedagogy, makes the child and the teacher partners, allows you to create a situation of success for children, reinforce their faith in themselves and stimulate interest in understanding the world around them.