TRIZ method: what it is and how technology tools work

Teaching TRIZ to preschoolers is a very fertile topic. And it brings results quite quickly. According to reviews from teachers and parents, children are actively involved in work, reason confidently and put forward a lot of ideas within a month after the start of classes.

The mobile mind of a child quickly adapts to new conditions and accepts them as the norm. And TRIZ methods in working with preschoolers are aimed specifically at transforming the habit of thinking in patterns.

Today we will look at some exercises to develop the creative imagination of a preschooler.

TRIZ - what is this method and where is it used

TRIZ is a set of methods for solving problems and improving systems. With its help, you can increase efficiency and improve your ability to solve complex problems, while using a creative approach, developing imagination and flexible thinking. Some experts consider this theory to be the most effective for developing creative skills because it is not judgment-based and does not provide a single correct answer.

The theory is applied when inventive problems arise on a person’s path. These may be problems that cannot be solved in obvious or familiar ways. That is, you need to invent something that will help you win without any losses.

Benefits of technology

Many people have studied this technique and actively used it in their practice. As a result, they established the following advantages of its use:

identifying the essence of the problem through a different approach;
departure from traditional ways of resolving problems;
increasing the efficiency of creative activity;
obtaining knowledge and correct systematization of this knowledge in the process of searching for information on choosing a problem and direction of solution;
getting an impetus for inventive activity;
correct determination of the main search directions, taking into account those nuances that are usually ignored;
development of logical, illogical and systematic thinking;
development of a new look at some things and phenomena;
broadening one's horizons;
reducing the time spent searching for a solution.

Master class “Morphological analysis - a method for developing creative imagination”

Master class “Morphological analysis - a method for developing creative imagination”

Target:

dissemination of experience in the use of elements of TRIZ-RTV technologies in children of senior preschool age in visual arts classes for the development of their creative imagination

Tasks:

— to form teachers’ ideas about the use of the “Morphological Analysis” method in working with children to develop creative imagination.

— show by personal example the production and use of tables for morphological analysis.

Equipment:

pictures depicting animals, body parts, blank tables for morphological analysis, multimedia presentation, booklets, pencils, glue (for each participant).

Progress of the event

To be successful in the modern world, children need an active life position and the ability to solve problems. This means that the student must be able to work with information, understand current events and situations, be flexible to change, be able to quickly find the right solution and have strong and creative thinking.

Such problems are solved by RTV and TRIZ technologies and their non-standard methods. One of the effective methods for developing children's imagination is morphological analysis.

The essence of the method is that mental operations are based on combination and are carried out using a table where some indicators are set vertically and horizontally.

The intersection of the values of these indicators is the basis of analytical activity. In RTV and TRIZ methods, a separate morphological table is compiled for each creative task.

Using the table, children come up with new buildings, clothes, fantastic animals and birds, fairy-tale characters - anything!

But it is necessary to remember that any fantasy must be embodied in the form of drawings and applications, otherwise the child does not feel satisfied with the creative process and loses interest in it. It is very important for a child to see the result of his creativity, to realize that he created something himself, that he is the talented author of his work.

I consider the morphological table to be the most effective in my work, which I use in creative sketches with children. This table is convenient because the number of axes and parameters in it can be modified at will and depending on the object being created.

To make a table on the theme “Fantastic Animal” you will need:

- a table where, depending on the age of the students, 2-4 horizontal and vertical lines can be used;

- pictures of animals, their body parts;

- glue, scissors;

- pencils, watercolors for drawing.

On the horizontal axis we lay out pictures of animals in order: bear, hare, cat, fox. Then we place the animal body parts that we will combine on the vertical axis.

I suggest you draw the resulting animal.

Let me give you another example. Creative assignment on the theme “Fantasy House”. We set the parameters of the drawing vertically: shape, color, material.

Then we place options for parts of the house horizontally: windows, doors, chimney.

We randomly select one characteristic from each row and combine it.

The result is unusual, fantastic houses, with a sheet of paper instead of a door, a window and a chimney in the shape of an orange star.

Using the same principle, my students and I made drawings of an unusual plant and received funny cars and wonderful toys.

Compiled by Deputy Head M.A. Chubakova.

Historical reference

The TRIZ method was invented by the Soviet engineer and writer Genrikh Saulovich Altshuller. He is also the author of another theory - the development of a creative personality (TRTL).

In 1946, Altshuller studied the techniques that inventors often use to solve problems. As a result of the study, he identified 40 such techniques and called their totality the theory of solving inventive problems. At the same time, the author concluded that the most effective result is achieved through the use of existing resources.

In the 1980s, the theory was used to teach in Soviet schools and improve efficiency in factories. Today this technology is recognized throughout the world. Leading companies such as Intel, HP, Boeing, Ford, Toyota, Kodak and many others are implementing TRIZ practices in their activities. In addition, world conferences on this topic are held annually, and international, Asian and European TRIZ associations have been created. And in 1998, the Altshuller Institute even opened in the USA to train engineers and managers in this technique.

Article “TRIZ – technologies in kindergarten”

"TRIZ - technologies in kindergarten"

TRIZ
(the theory of solving inventive problems)
TRIZ is not a strict scientific theory. TRIZ is a generalized experience of invention and study of the laws of development of science and technology. As a result of its development, TRIZ has gone beyond solving inventive problems in the technical field, and today is also used in non-technical fields (business, art, literature, pedagogy, politics, etc.).

The problem for everyone involved in education is a new generation of people with high creative potential. If earlier, in order to become a socially successful person, it was enough to be a good performer, have certain knowledge and skills, now you need to be a creative person, capable of independently posing and creatively solving problems. Today, there are many courses in which adults learn to play in order to learn to go beyond traditional business. After all, original thinking is the key to survival in the fight for competition. Our time is a time of economic, political, moral crises, when the old system of values and norms has collapsed, and the new one has not yet taken shape. Modern society places new demands on the education system of the younger generation, including its first stage – preschool education. But the problem is not in the search for gifted geniuses, but in the purposeful formation of creative abilities, the development of a non-standard vision of the world, and new thinking. It is creativity, the ability to invent and create something new that best shapes a child’s personality, develops his independence and cognitive interest.

Preschool age is unique, because as the child develops, so will his life. That is why it is important not to miss this period to unleash the creative potential of every child. Children's minds are not limited by the “deep experience of life” and traditional ideas about how things should be, which allows them to invent, be spontaneous and unpredictable, and notice things that we adults have not paid attention to for a long time.

Practice has shown that this problem cannot be fully solved using traditional forms of work. Today this makes possible TRIZ - the theory of solving inventive problems, originally addressed to engineering and technical workers, in recent decades has aroused keen interest among practicing teachers. The TRIZ-pedagogy system has been developing since the early 80s. years, in response to the demand of the time for the preparation of innovative-minded individuals who know how to solve problems. Adapted for preschool age, TRIZ technology allows you to educate and educate a child under the motto “Creativity in everything.”

The focus of TRIZ - pedagogy - is a creative person who has a rich flexible systemic imagination.

TRIZ, as a universal toolkit, is used in all classes. This allows us to form a unified, harmonious, scientifically based model of the world in the child’s mind. A situation of success is created, the results of the decision are exchanged, the decision of one child activates the thought of another, expands the range of imagination, stimulates its development

TRIZ develops such moral qualities as the ability to rejoice in the successes of others, the desire to help, and the desire to find a way out of a difficult situation. TRIZ allows you to gain knowledge without overload, without cramming. That is why we use TRIZ technologies in classes and in free activities.

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 TRIZ program for preschoolers is a program of collective games and activities. They teach children to identify contradictions, the properties of objects, phenomena and resolve these contradictions. Resolving contradictions is the key to creative thinking.

Target:

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 task

This technique is to teach a child to think outside the box and find his 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.

TRIZ goals

- 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.

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; a model is built; the available material and field resources are determined; IFR (ideal final result) is compiled; physical contradictions are identified and analyzed; bold, daring transformations are being applied to the task.

Algorithm for solving inventive problems

The main means of working with children is pedagogical search.

The 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 planned.

When children learn to play this game, they begin to make 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 qualities. (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” and etc.

Game “Verse versa” or “reversal”

(carried out with a ball).

The teacher throws the ball to the child and calls the word, and the child responds 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 I had to roll it out, I discovered that there was no rolling pin. And the stepmother ordered to bake pies for dinner. How does Cinderella roll out the dough?

Children's answers: we need to go to the neighbors and ask them; go to the store, buy a new one; maybe an empty bottle; or find a round log, wash it and roll it out; cut the dough into small pieces, and then press it with something heavy.

At the second stage

Children are offered games with contradictions, which they 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: (A black hare is easier for a fox to hunt. It 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 now he only needs to walk 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 this or that phenomenon and resolve them.

Resolving contradictions is an important stage in a child’s mental activity. For this purpose, there is a whole system of methods and techniques used by the teacher in game and fairy-tale tasks.

Focal object method

(MFO)

– transferring 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 Monkeys”. His parents: a lion and a monkey. Lives in hot countries. Runs very quickly on the ground and deftly climbs trees. Can quickly escape from enemies and get fruits from a tall tree.

Method "System analysis"

It 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) - paws, 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.

MMC technique

(modeling with little people) – modeling of processes occurring in the natural and man-made world between substances (solid – liquid – gaseous).

The game “Cubes” (on the edges of which there are figures of “little” people and symbolic interactions between them) helps the child make his first discoveries, carry out scientific research work at his own level, and get acquainted with the laws 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 “static” technique, transform variable properties into constants.

Example: A computer modified using the “dynamic” technique could change shape (turn into something). And a person changed using the “static” technique would have the same height (the height of an adult) all his life, starting from one year old.

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 from 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 and grieved and decided to seek salvation. We met old man Hottabych, but he forgot the spell.” Then the creative joint work of the children and the teacher begins.

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 that can be fantastic and incredible. Fairy tale "Geese - swans". New situation: a gray wolf meets on the girl’s path.

Tale from a rhyme (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 the 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 Little Khavroshechka” A new fairy tale - “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 remind you of?” 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.

Fairy tale modeling

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 (this 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 characters (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 Clothes”, “Utensils Tell About Their Birth”, “The History of a Pencil”, etc. Considering an object in its temporal development allows us to understand the reason for constant improvements and inventions. Children begin to understand that inventing means solving 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 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 his friends? What is it arguing with the wind about? What can a tree tell us?” You can use the technique of empathy. Children imagine themselves in the place of what they are observing: “What if 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 way?). At the main stage, it is advisable to use games - puzzles (arithmetic, geometric, alphabetic, with laces), chess; write riddles and compose and solve crossword puzzles.

A riddle is a serious exercise for the mind, an important way to increase knowledge and a means of exercising wit.

“Riddles-recognition”

Who is knocking like a drum sitting on a pine tree. (woodpecker)

Ay, what a fine fellow I am,

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: “Logic 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: For 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 Trainer”:

Trainer 1.

1. Repeat the words in the same order (no more than 6 words) Window, ship, pen, coat, clock;

2. Remember what your kitchen looks like. Without going there, list 10-15 items that are in plain sight (you can clarify the details: color, size, shape, special features).

3. One of these words is redundant. Which? — 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, 3. What number should be in place of the question mark?

4. Game “Skeleton” Certain combinations of consonants are offered. For example: CST or ZB.

To find a word, you need to add vowels to it. The words can be: KNT (rope, whip, edge) ZB (tooth, goiter, hut, chill)

5. Difficult task (after a walk) 1. How many men, women, children have you met or seen? 2. Which cars were parked and which ones drove past? 3. Was anyone walking the dog? Describer her. 4. Were there any cyclists on the street? 5. 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, he cannot find the second shoe, but the clock shows that he has to leave in 15 minutes, etc. Make up a fairy tale using the objects depicted (bell, ladder, crown, basket of apples, jug, comb, rose, snake, axe, chest).

Trainer 3.

1. Compose an advertisement for a newspaper so that the words 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 Sushka, light brown, medium-sized, has escaped. Let me know immediately. I miss"

2. Make a chain of words (association) The original word. Book - leaf - tree - linden - tea

Trainer 4.

Tasks to test the inertia of thinking. It is required to quickly answer the questions of the tasks. You can think about it, but not for long. 1. How many fingers are there on 2 hands and on 4?

2. He sits in the swamp and speaks French. Who is this? (explain since when did frogs start speaking, and in French too).

3. Two people approached the river. How can they cross to the opposite bank? If you have a single-seater boat. It’s quite cold outside, but it’s not quite winter yet—the river isn’t frozen.

4. How does a deaf-mute in a hardware store explain to the salesman that he needs a hammer? How can a blind man ask for scissors?

Trainer 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.

Trainer 6.

Fantasy techniques.

Reception “Perspectives”

“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.

The technique of “magnification” 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 won't? What problems will city residents face? What will be the consequences? The "reduction" technique. 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 “mind simulators”, game training is carried out to test the ability to master creative thinking skills.

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.

TRIZ principles

Technology helps identify and resolve contradictions. To do this, the problem should be formulated in such a way that all ineffective solutions are eliminated. As a result, it must comply with one of the three principles listed below:

Leave everything as it was.
Remove unnecessary, harmful properties.
Add a new, useful property.

It is after this step that an ordinary task becomes inventive. Such elimination of contradictions is also called the ideal end result (more on this later).

Dealing with Contradictions

When there is a contradiction, one of two concepts or judgments denies the second. The TRIZ method provides for three types of contradictions. Next, I will list them by complexity of resolution:

Administrative contradiction . It appears when an inventor tries to improve a system. But he may lack access to resources or lack the knowledge to formulate a competent approach. This problem can be resolved by obtaining additional information, finding the necessary resources, or making appropriate administrative decisions.
Technical controversy . Appears if, while improving one system parameter, another one is deteriorating.
Physical contradiction . This type depends on the laws of physics, which is why it is the most difficult to implement. And the paradox is that in order to improve the system, some part of it must simultaneously be in different physical states, and this is logically impossible.

Less serious contradictions can be resolved in four parameters - in time (by choosing a different moment or interval), in space (by moving to another place) or relation (by changing the meaning), as well as by using the resources of another system. If the situation does not clear up or the chosen methods do not help, you can use TRIZ.

TRIZ: writing fairy tales

To teach children to invent fairy tales, adults must first learn how to do this themselves and get their hands on a methodology for teaching children how to write fairy tales. As you know, doing something yourself and teaching someone else to do the same is not the same thing. Thus, not every scientist can become a good lecturer at a university, not every musician can become a good music teacher, and not every physicist, who has dozens of publications in his arsenal, will be able to explain the basics of physics to children in an accessible language.

The peculiarity of TRIZ fairy tales for preschoolers is that in order to achieve such a complex goal as the development of creative thinking, such simple and understandable tools as a fairy tale plan and answers to questions are used. In principle, the outline of an article, the abstract of a report, the structure of a report is sketched out by almost every person who is preparing to compose, write or speak something. To do this, previously acquired knowledge and already familiar terms are used.

Thus, everything new grows on the basis of what we already know. Usually, a report on a topic known to us only needs to be supplemented with a couple of terms or trends that are new to us. In the same way, in the TRIZ method, a fairy tale lesson is built on the basis of words that children understand and already familiar characters: fairy-tale heroes, animals, insects. A teacher at school or a kindergarten teacher gives an outline of a fairy tale and asks the children leading questions.

The plan for compiling a fairy tale using the TRIZ method is based on a large-scale study by the Russian philologist and folklorist Vladimir Propp (1895-1970) “Morphology of a fairy tale. Historical roots of a fairy tale,” which was first published almost 100 years ago in 1928 and is still relevant today [V. Propp, 2020].

He identified the basic patterns that govern the structure of most fairy tales. Thus, having mastered the typical structure of a fairy tale, everyone can vary the events at their own discretion, create new exclusive heroes or a symbiosis of already familiar characters.

So, what does the standard structure of most fairy tales look like according to Propp?

The structure of fairy tales according to Propp:

The premise is that someone goes on a journey (trip, journey).
Ban - this is someone who, before leaving, forbids something to someone who remains.
Violation of a ban - the person who remains violates the ban and finds himself in a difficult situation.
A magic remedy is something that will help you deal with a difficult situation.
The method is to correct the situation, you need to go on a journey and take some action.
Persecution and obstacles - enemies are trying to prevent you from getting out of a difficult situation.
Victory - the hero extricates himself from a difficult situation, showing ingenuity and resorting to the help of friends.
Happy Ending - everyone is alive, healthy, happy, enemies are defeated, friends are together again.

A standard TRIZ lesson on a fairy tale involves a list of questions based on this plan, answering which children gradually come up with a fairy tale storyline.

Questions for composing a fairy tale:

Who will be the main character?
Where does he live?
What does he do?
What does he like to do?
Who are his friends and relatives?
Who decided to leave and why?
What was said or forbidden to the hero when he said goodbye?
Why did the hero decide to disobey the ban?
What happened to him?
How did he decide to get out of a difficult situation?
Who helped him?
How did they help him?
Who was stopping him?
How was he interfered with?
What saved the hero?
How is the enemy punished?
How did it all end?
What is the meaning of this event?

Of course, questions may vary and change. This depends both on the age of the children and on the method of composing the fairy tale. Today there are several most common models for composing fairy tales:

"Magic Path"
"Magic Triangle".
"Magic Screen"
Directory method.
Method of typical fantasy.

Some of these models have a much wider application in TRIZ than the compilation of fairy tales. Let's briefly talk about each model and explain where it is used most often.

"Magic Path"

The model for composing a fairy tale “The Magic Path” is one of the simplest and can be used when working with children from 3.5 years old. As a rule, with such modeling, not very many characters are used, and the main character is given a task that is understandable for children’s perception, not necessarily completely fairy-tale and fantastic.

Of course, there will be much fewer questions for children than described above, and the plot of the fairy tale will not necessarily be dramatically twisted and based on prohibitions. The “Magic Path” refers to both the hero’s path from the idea to the result, and the physical path itself along which the main character walks. If the character actively overcomes difficulties and draws conclusions from communication with others and current events, he will come to success; if not, the plot may end in the defeat of the main character.

As a methodological example, a teacher and psychologist with half a century of experience in practical work offers a fairy tale about a girl Lenochka, who sang beautifully and dreamed of teaching everyone around her to sing beautifully [V. Mironova, 2009]. So, for children, you can draw a ready-made “path” along which the imaginary girl Lenochka walked, and invite the children to fantasize about who she could meet on her way and how exactly she could try to teach everyone she met to sing.

Older children are asked to compose a more complex fairy tale about Capriciousness and Teaser, who on their way meet fairy-tale characters known to children: Puss in Boots, Cinderella, the pig Nif-Nif and others. Children are invited to imagine what kind of whims and teases Kaprizka and Teaser prepared for each character in the fairy tale and how they could react in accordance with their character traits, which children are well known from previously read fairy tales.

Of course, the fairy tale should carry a positive charge and teach children that being capricious and teasing others is not good. And, of course, older children can cope with more complex tasks.

"Magic Triangle"

The “Magic Triangle” model is used to compose fairy tales of the so-called conflict type: the struggle between good and evil, setting and breaking prohibitions, difficult situations, artificially created obstacles. Here you already need a complete list of questions for composing a fairy tale, which we gave earlier. Naturally, various variations and clarifications are possible depending on the plot.

This method is used in working with children from 5.5 years old. At this age, you can begin to introduce children to the concept of motivation or motive for an action. Simply put, if 3-year-old children should not be burdened with questions about why the girl Lenochka wanted to teach everyone to sing beautifully, then children 5-6 years old should already be asked to think about why someone decided to act in one way or another and how one can implement this or that target.

For example, if a character needs to learn some secret, he needs to figure out what’s what, find the hiding place, and establish the truth. If a character wants to assert himself, then a positive hero does this at the expense of his achievements, and a negative one through harming others.

Before moving on to practical TRIZ lessons on fairy tales in the senior group of kindergarten, it is recommended to remind children of the most famous fairy tales with the so-called “conflict plot”. For example, the fairy tale about Cinderella, Puss in Boots, the fairy tale “The Wonderful Wizard of Oz” or “The Wizard of Oz,” which is a domestic adaptation of the original fairy tale by Lyman Frank Baum, and many others. Among them there will probably be ones familiar to every child, because by the age of 5-6 years the baggage of read and heard fairy tales is already quite large.

This element of intertextuality in the composition of fairy tales fits well with modern literary trends. Let us clarify that intertextuality is references to previously written works of literature and art by other authors, reference to the characters of previously created works and the interpretation of their characteristics within the framework of a newly created new work.

"Magic Screen"

Modeling fairy tales using the “Magic Screen” is, if not aerobatics, then already quite a difficult task for children, requiring some developed creative thinking skills. Which, in turn, further develops the skills of a creative approach to problem solving.

The “Magic Screen” method is a kind of retrospection on which a fairy tale is built. In other words, you need to think through not only the character with his character traits, desires and aspirations, but also think about what he was like in childhood and how he changed throughout his life under the influence of various events and communication with other characters.

Our mental traditions require that the negative hero correct himself and become positive, which, in principle, is partly possible in reality, not only in fairy tales. The instructive point of this technique is that children must think through the development of the plot and understand that everything in this life has its own patterns, logic and cause-and-effect relationships. This approach develops creativity and logical thinking.

Directory method

The catalog method is used in TRIZ not only for composing fairy tales, but also, in principle, for composing a coherent story and developing coherent speech skills. Thus, children are given hints in the form of pictures from a book or leading questions. To compose a fairy tale, answers to questions can be chosen at random by simply turning the page of the book.

For example, if a teacher asks who will be the main character of a fairy tale, and on the next page there is an ordinary stump from a cut down tree, then the stump is assigned as the “main character in the fairy tale”, and then everyone together figures out what dangers he faces and who will save him . “Rescuers” for the hemp are also found from pictures and hints on the following pages of the book.

Method of typical fantasy techniques (TPF)

The method of typical fantasy techniques also has a wide scope of application, not only for inventing fairy tale plots. Thus, with the help of DFT, you can introduce children to the various properties of objects. For example, what will happen if the Cold Wizard freezes water.

For composing fairy tales, this technique is simply a godsend. You can take any of the famous fairy tales as a basis and invite children to imagine what would happen if, for example, the Shrinking Wizard intervened in the plot and reduced the wolf from “Little Red Riding Hood” to the size of a puppy. In principle, children can choose any fairy tale themselves and “launch” any Wizard into it, who can influence events.

In any case, no matter which method of modeling fairy tales the teacher chooses, children should already have an understanding of what a fairy tale is. Thus, there is no reason to use the TRIZ fairy tale method for very young children who are not yet able to perceive the meaning of oral speech and cannot freely operate with the vocabulary available for their age. But older children can even put together a fairy tale... just from two words!

Methodology Gianni Rodari

How to write a fairy tale when you only have two words? Of course, you can’t put together a fairy tale just from two words. But if you take them as a basis and develop a storyline around them, you can get a very entertaining fairy tale. In any case, the students of the Italian storyteller Gianni Rodari, who worked for some time as an Italian language teacher at a school for children of migrants from Germany, did very well. Gianni Rodari described his experiments with students in writing fairy tales in the book “The Grammar of Fantasy” [D. Rodari, 2011].

On the instructions of his teacher, one student wrote one word on one side of the board, and the second, not seeing what his friend wrote, had to write his own word. Then the plot revolved around these two words. Note that this was in the 1937-1938 academic year, i.e. long before the appearance of the theory of solving inventive problems. However, there is no doubt that this technique has many similarities with TRIZ and promotes the development of creative thinking.

Children managed to write a fairy tale, having at their disposal the words “dog” and “wardrobe” and even “light” and “shoes” [D. Rodari, 2011]. In addition, Gianni Rodari's students could construct a tale from words where one letter was missing or another grammatical error was made, from the headlines of newspaper articles and other clues.

In addition to experiments with words, Rodari practiced “several hands” drawing with his students, when everyone interprets an already made sketch in their own way and completes something of their own. The result could be a flower on chicken legs, a surreal landscape, or even a “musical house” made of bricks that make different sounds. Agree, it’s very original when “a C-sharp sounds above the sofa, an F under the window, and the whole floor is tuned to B-flat major, a very exciting key” [D. Rodari, 2011].

Such experiments completely overlap with such TRIZ techniques as the method of morphological analysis and the method of focal objects. Children intuitively combined different characteristics of an object when creating a new object, transferred the properties of one object to another and also received something new. Can we consider that the pedagogical experiments of Gianni Rodari anticipated the emergence of TRIZ and the use of TRIZ in pedagogy? Maybe yes. But what you can be sure of is that children will not get bored during such lessons and will remember them for a long time.

The ideal final result in TRIZ

An ideal solution or an ideal final result is a situation in which the problem is solved without any costs or losses. That is, external resources are not used, nothing in the system is complicated, and no undesirable effects appear.

The formulation of an ideal solution can be carried out in three ways, but in any case it is necessary to use the words “himself”, “self”, “independently” and the like. If you formulate the IFR correctly, then the desired effect will be achieved almost free of charge, that is, using already existing resources.

So, three formulations of the IFR are mainly used:

The system independently implements this function.
There is no system, and its functions are performed using available resources.
The function is not necessary.

Examples of TRIZ tasks for schoolchildren and preschoolers

In this book you can find many interesting questions and tasks that can be discussed with kids. For example:

Who is more, men or dads?
What are more squares or quadrangles in the world?

Many of the TRIZ problems can be solved while walking or on the way home, if you casually ask your child about:

Why does snow melt or what color is the water?
Why do trees shed their leaves?
Why do houses need windows?

I am sure any of these questions will force the child to reason, and most importantly, think!

Types of resources

Resources are everything that is useful and necessary to achieve the desired result. As we remember, to achieve IFR it is necessary to use only those resources that are already available. In TRIZ they are divided into several categories:

Temporary.
Informational . This includes books and other media, as well as social channels.
Material-material . Here it is worth noting equipment, money or parts.
Spatial . Area, volume and other resources.
Human . This category includes people themselves, as well as their capabilities, including vision, hearing, smell and touch.
Energy . Electrical, thermal, atomic energy, sound signals, etc. are distinguished here.
Other . This includes culture, image and other resources, including past events.

Decision techniques for TRIZ

TRIZ has identified 40 different methods and techniques for solving contradictions in technical inventive problems. Below I will list 10 of the most popular ones.

Crushing principle

It works like this:

divide the object into independent parts;
We carry out tasks in disassembled form;
increasing the degree of crushing.

The principle of adjudication

Here we separate from the object those parts or properties that interfere or are not needed, or, conversely, we select the necessary elements.

The principle of unification

To implement it we do the following:

we connect objects that are homogeneous or intended for related operations;
We combine homogeneous or related operations in time.

The principle of "vice versa"

Here we follow this algorithm:

we perform the opposite action to what is dictated by the conditions of the task;
we make the moving part motionless, and set the motionless part in motion;
we turn the object inside out or turn it upside down.

The principle of continuity of useful action

When implementing it, work must be carried out continuously. In this case, all elements must operate at full load at all times, and the performer should eliminate idle and intermediate actions.

The principle of “turning harm into benefit”

A non-standard method, but it works, and in the following way:

We use harmful factors to achieve a positive effect;
we eliminate a harmful factor by combining it with other harmful factors;
we strengthen the harmful factor to such an extent that it ceases to be harmful.

The principle of "intermediary"

To implement it, you should introduce an intermediate object that carries or transmits the action. You can also temporarily attach another easily removable object to an object.

Self-service principle

Everything is simple here - the object maintains itself independently, and, if necessary, performs auxiliary and repair operations.

Copy principle

Instead of an inaccessible, complex, expensive, inconvenient or fragile part, simpler or cheaper copies can be used.

The principle of cheap fragility instead of durability

This means replacing an expensive part with a cheaper set that is inferior to the original in some qualities, such as durability.

TRIZ: fairy tales-riddles

Writing fairy tales is far from the only option for using the “fairytale” potential in TRIZ. An equally interesting area in TRIZ are fairy tales and riddles. What kind of fairy tales are these? These are, in fact, the most ordinary short fairy tales, but without an end. Children must figure out for themselves exactly what the main character did, what he came up with to get out of a difficult situation.

Of course, later, when the children have voiced all their versions, you can read to them how it really happened. The basis for working with fairy tales is the brainstorming method, when children are asked to come up with any ideas that come to their minds. As in the brainstorming technique for adults, at the initial stage of discussion it is forbidden to reject ideas. You can only add your thoughts to the previously voiced proposals.

This kind of work liberates the thinking of children, and adults too. In this regard, a very interesting selection of fairy tales-mysteries from the book “In Hot Africa. We develop creative thinking in preschoolers aged 4-6 years” [V. Bogat, 2008]. The main characters are a lion cub and a turtle, and together they think about the pressing problems of wildlife in Africa. For example, how to save bright and visible butterflies from afar from the birds that feed on them. Or how to get bananas hanging high on a palm tree.

These characters were so loved by children and their parents that a sequel was soon released. More precisely, a new series of short fairy tales-mysteries from the life of a lion cub and a turtle called “Big discoveries of a little lion cub” [V. Bogat, 2015]. After reading it and thinking about the tasks, the child will receive a good set of life hacks for various life situations in his arsenal.

Another author, scientist-teacher and TRIZ methodologist Anatoly Gin, works well with fairy tales and riddles. His “Fairy Tale Problems from the Cat Potryaskin” have long been loved by both adults and children [A. Gin, 2002]. Here, riddles in the form of fairy tales involving historical and mythical characters are asked by the main character, the cat Potryaskin. He also gives his own version of the answer. However, this does not eliminate brainstorming on the part of readers, because the more different ideas there are, the easier it will be to find the best solution.

The reading public liked the cat Potryaskin so much that over time a new book, “Inventive Tales from the Cat Potryaskin,” was published, which included both new fairy tales and riddles for children, as well as the most striking riddles from the previous edition [A. Gin, 2012].

However, TRIZ problems can be found in almost any children's fairy tale. How to search? Ksenia Nesyutina, a psychologist, mother of three children and creator of an online school for parents, gives her examples in her author’s blog. The article “Effective fairy tale reading: coming up with TRIZ tasks for children” will give you specific ideas and tell you how to look for new TRIZ ideas in children's fairy tales yourself [K. Nesyutina, 2014].

For example, the well-known fairy tale about a cat, a rooster and a fox turns out to be a real treasure trove for developing creative thinking and skills in finding a way out of difficult situations. In particular, it turns out that shouting “ku-ka-re-ku” is far from the only way out for a rooster caught in a fox’s mouth. Moreover, traditional solutions proposed by the authors of fairy tales are often inferior in creativity and effectiveness to what small children can come up with. However, read, and you will find out everything for yourself [K. Nesyutina, 2014].

But if children have already learned to read and write on their own, you can give them a very useful book “TRIZ Sketches. Games, poems and fairy tales for the development of children's creative imagination" [E. Nekhaeva, 2019]. The book contains special questions and tasks, the answers to which can be entered directly into the book. Tell the children to be sure to use this option and “immortalize” their answers in the book. The publication is intended for junior schoolchildren and senior kindergarten groups, and over time they will probably be interested in returning to the tasks they have already completed and thinking about what other solutions can be found taking into account their already accumulated, albeit small, life experience.

In general, simple and kind children's fairy tales can greatly help in such a complex matter as the development of creative thinking. The main thing is to learn to read them meaningfully and “throw” a good idea at the right time to the child, so that he gets food for thought at just the age when thinking is most open to new impressions and non-standard solutions.

This is the most important thing that we wanted to tell you about TRIZ fairy tales in pedagogy. We remind you that we are still waiting for you at our program “TRIZ in practice: a creative approach at work and in life”, and at the end of the article you will find a question on the topic discussed this time. We hope that we have helped you diversify your communication with your children and wish that you continue to believe in miracles and work miracles for your children!

We also recommend reading:

Storytelling
Charette procedure
A selection of useful materials about creativity and creativity development
Design thinking for all occasions
Invention: a selection of useful materials
Good books for self-education
TRIZ and design thinking in everyday life
Creativity Development Digest
Secrets of inventors: a selection of useful materials
TRIZ methods in kindergarten
TRIZ, RTV and TRTL in practice: dealing with the Soviet intellectual past

Key words:1TRIZ

The connection between TRIZ and creative approach

To understand what TRIZ technology and the creative approach have in common, let’s identify some similarities in them. So, both methods are based on the following methods for finding a solution:

Brainstorming is an active discussion of an object by several participants without preliminary evaluation of proposals. Each person should offer as many options as possible for solving the problem, even if they are unrealistic to implement.
The method of analogies involves comparing and identifying similarities between two objects. Works great when combined with brainstorming.
Morphological analysis is a search for solutions for individual elements of a problem and their further combination in work.
The focal object method is a search for associations with random objects and the use of those properties that are not associated with the main subject.
Robinson's method involves searching for as many different uses as possible for a selected object.
A system operator involves finding connections that allow the creation of a separate system.

How to use TRIZ to solve a problem

For technology to help solve the problem, it is advisable to follow the following algorithm of actions:

Formulate an inventive problem.
Analyze the system and determine what parameters it consists of.
Identify the contradiction and determine what type it belongs to.
Formulate the ideal end result.
Identify available resources that will assist in the solution process.
Use one or more suitable techniques.
Analyze the result.