TRIZ technologies in teaching drawing to children of middle preschool age

With the help of speech, the preschooler expresses his attitude towards his drawing, for example, its aesthetic assessment.

Speech gradually begins to control, plan and regulate the drawing process, helping the child to stimulate and realize the idea. The child draws what will happen, then names what is depicted in speech. To the question: “What are you drawing?” - answers: “I’ll draw it, then you’ll find out.” The appearance of the idea is due to the fact that speech moves from the end of the drawing process to its beginning and gives the preschooler the opportunity to determine in advance what he will draw. But defining the theme of the drawing is not enough for the idea to be created and realized. To implement a plan, it is necessary to highlight its content, select materials, outline the sequence of work, and evaluate the result from the point of view of how fully the plan is implemented.

The ideas of younger preschoolers are very unstable. External stimuli and difficulties that arise force the child to abandon the original goal.

The older preschooler not only states the result of drawing and formulates a plan, but also implements it. But without special training, children’s ideas, even at 5-7 years old, are often not detailed and develop as the image is created.

The implementation of a plan, in addition to the fact that it is determined by the ability to plan this process, is associated with the presence of complete ideas about the environment, as well as with the level of development of manual skill.

The implementation of a plan, independent finding of means for its implementation, a new original solution in creating an image characterize the manifestations of creativity in children's drawing.

At the same time, speech can negatively affect the originality of the drawing. Naming a figure with a certain word does not give the child the opportunity to visually analyze its outlines and encourages the repetition of a well-known graphic pattern, when a house is depicted as a connection of a square with a triangle on top.

As the child masters visual activity, an internal ideal plan of action is created, which is absent in early childhood. Therefore, it is important to note that the changes that occur in the child’s psyche during the drawing process are much more important than the drawing itself.

Drawing, reflecting the child’s knowledge and ideas about reality, at the same time helps him to master, is a means of cognition. Targeted teaching of visual arts will determine the content of children's drawings, which is determined by the gradual development of technical skills. For example, children of the third year of life draw paths and strings for balls, learning to draw straight lines. At the beginning of preschool age, the image of a person increasingly appears in drawings, which, apparently, is also associated with teaching moments. Until about 5 years of age, a child draws the same objects that adults taught him to depict. After 5 years, also with the help of an adult, children begin to overcome established patterns. Drawing for a long time, they create a huge number of drawings, reflecting everything that happens on land, in the air and at sea. The content of the drawings now includes plots from their favorite fairy tales, episodes from their own experiences, and samples seen in pictures and films. In a word, the same tendency is observed in drawing as in the development of play and writing: bizarre interweaving of the real and the fantastic. Continuation games appear, ongoing stories are invented and depicted. Favorite characters are depicted repeatedly in different situations, the child “arranges” their life, draws the events that happen to him.

TRIZ in the development of creative activity of preschool children

By effective means

To solve problems in developing the creativity of preschool children, the following
style of work is used:
- adherence to planning, gradualism in classes, systematicity;

— creating the necessary conditions for applying the knowledge, skills and abilities acquired in the classroom in everyday life;

- the child’s position in which he has the opportunity to act freely and actively in class and outside of class

-before introducing TRIZ elements to children, an adult needs to “feel” this tool himself and be a creative person.

Before starting our work, a creativity test was conducted (it is proposed to complete the drawing of figures: circle, square, the purpose of which is to determine the level of development of creativity in the child. Having identified the level of development of creative imagination in children, a series of classes was developed using TRIZ elements. Series of classes: “ Unusual Zoo" (MRO, "Draw Opposites", "Wizards", "Father Heat" (contradictions, "Let's Decorate a Dress for Spring", "Clothes" (MMA, "What is a Hedgehog Like" (analogy, "Clowns" (contradictions, “If I were a bird” (empathy) “What a tank can do” (VPR).

I use the following TRIZ tools to help children comprehend dialectical patterns:

1. Methods for solving inventive problems (system analysis, resources, su-field analysis.

2. Methods for activating creative imagination (synectics, morphological analysis, modeling with little people, trial and error, brainstorming). 3 Synectics (direct analogy, personal analogy, fantastic analogy). 4 Contradictions (principle of dynamism, copying, “vice versa,” fragmentation).

In her work she used games based on the TRIZ system (games for getting to know contradictions, finding external resources, system analysis, functional-cost analysis) and problem situations.

The main techniques that I use in my work are:

TPF (standard techniques of fantasy) and RTV (development of creative imagination), which I bring to your attention.

Anthropomorphism

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When we humanize natural objects.
For example, “in a distant country there lived an evil wizard who really did not like people. One not-so-great morning, he got tired of listening to the laughter and hubbub, so he turned all the people into trees. You guys have the opportunity to disenchant them, but with a condition - you need to guess which person the wizard turned into which tree.”

Children look at pictures of trees and make guesses about which person and which tree was turned into. Oak appears to be a hero, a weightlifter, even a bodybuilder, an athlete, because he is big, stocky, and strong. Rowan is a hostess, because she feeds birds with berries in winter, or a fashionista, because she dresses up in bright beads. The Christmas tree was last called Cinderella, because in life it is simple, but for the New Year it is dressed up like a princess.

Seminar - workshop for teachers of preschool educational institutions "TRIZ Technology"

In preschool childhood, children love to create something new and are very proud of it. However, observing children in a group, we often notice that not all works are distinguished by independence, originality and manifestation of creative abilities.

How to develop creativity in children, how to help a child, what conditions to create for his creative growth, so that the child does not get lost, but is happy when left alone with a difficult task.

(Slide) In this work, use the “Technology for solving inventive problems”, which was created by the scientist-inventor T.S. Altshuller.

The main goal that TRIZ teachers set for themselves is: - formation of creative thinking in children, i.e. education of a creative personality prepared for stable solution of non-standard problems in various fields of activity, namely, the development in students, on the one hand, of such qualities of thinking as flexibility, mobility, systematicity, dialecticism; on the other hand, search activity, the desire for novelty; speech and creative imagination. Thus, the TRIZ methodology can be called a school of creative personality, since its motto is creativity in everything: in posing a question, in methods of solving it, in presenting material.

(Slide) The main criterion in working with children when using TRIZ is clarity and simplicity in the presentation of material and in the formulation of a seemingly complex situation. You should not force the implementation of TRIZ without children understanding the basic principles using simple examples. Fairy tales, playful, everyday situations - this is the environment through which a child will learn to apply TRIZ solutions to the problems he faces.

Often, you, teachers, are already using this technology without even knowing it.

At the moment, the theory of solving inventive problems in preschool educational institutions has a large number of specific expressions. The following methods and techniques are characterized by the greatest popularity.

(Slide) Brainstorming is the collective generation of ideas. Brainstorming works most effectively when children are immersed in a fictitious situation where some hero, necessarily positive, supposedly needs help, advice, salvation, recommendation, etc. (let's help Alyonushka/kitten, Dunno, Little Red Riding Hood/thoughtful Prince..." ).

The basic rules of the MS are:

exclusion of serious criticism;
encouragement of the most extraordinary and incredible proposals;
the ability to modernize other people's ideas;
the presence of joint discussions, through which the group selects the most optimal ones from all the answers and allows them to solve the problem with minimal losses.

To better consolidate the experience, the results obtained during brainstorming should be put into the form of practical activity and create some kind of product reminiscent of the game: a drawing, a craft, etc.

(Slide) Synectics method (advanced brainstorming)

The concept of “synectics” means “the unification of heterogeneous elements,” and the essence of the technique itself is the search for constant analogies.

The types of connections between objects can be different:

Personal (empathic). Here the preschooler is usually asked to imagine himself in the image of some object or phenomenon within a problem situation. Sometimes the tasks turn out to be more specific and easy (“depict a cat who didn’t like the food she bought”), sometimes more abstract and complex (“depict Chungi-Changi’s reluctance to eat only coconuts and bananas”).
Direct. The guys find such pairs from different fields of knowledge, which are based on the same patterns. For example, a submarine looks like a fish, a helicopter looks like a dragonfly, an airplane looks like a bird, helmets and helmets look like the shells of turtles, snails and other creatures.
Fantastic. Here the teacher and his charges create their own rules and norms that ignore existing rationality. For example, children are asked to “think about what love/joy/happiness/excitement looks like” and draw it. As a result, the analogies that are embodied on paper will turn out to be completely different: someone will draw a plant, someone will draw a person, someone will draw an animal, etc.

(Slide) Catalog method

Goal: To develop skills of analysis and synthesis, creative imagination, fantasy.

Essence of the method:

Improving objects through assigning qualities to other objects. ( car - watch (properties) - round, running, shiny; galoshes - shiny, black, waterproof, comfortable)

Grouping items (selecting items for tea utensils - highlighting the unnecessary: pot, frying pan).

(Slide) Resource method

Goal : Development of imagination, modeling skills.

Essence of the method:

Replacing the harmful effects of the energy of “fields” with an object (subject).

Types of "fields"

Mechanical; Chemical;

Acoustic; Electrical;

Thermal; Magnetic.

For example : The teacher invites children to replace (introduce) the action of any “field” to prevent an unfavorable action and obtain a favorable result.

For example: Fairy tale “The Three Little Pigs”

1.Chemical field:

“Naf-Naf took pepper-scented deodorant and sprayed it around his house. The wolf approached the house and started sneezing.....”

2.Mechanical field:

“Nuf-Nuf dug a deep ditch around his house, and planted rose hips along the edge. The wolf came...”

3.Acoustic field:

“Nif-Nif placed sound sensors around his house. The wolf came, and the sensors sounded like a fire siren.....”

(Slide) Modeling with little people (MMH)

One of the most visual embodiments of TRIZ technology in action is the method of modeling with little people. Thanks to it, preschoolers learn to imagine what objects of living and inanimate nature look like from the inside, what processes take place in them, and what the substances that fill them are. Little people can appear in the form of drawings, toys, or children themselves. This method is used when the teacher needs to explain, for example, the process of melting an icicle: in winter the tiny inhabitants are cold, and they hold hands tightly, while with the establishment of spring warmth they begin to move, turning into water. (they no longer hold hands, but lightly touch each other). Upon transition to a gaseous state, MPs begin to move, scattering in different directions. This technology develops intelligence, attentiveness, observation, and also teaches modeling and schematization.

(Slide) 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.

(Slide) Method of contradictions. Perception of the same object (action, phenomenon...) as opposite assessments (good - bad; dangerous - not dangerous..)

Any object (action, phenomenon...) is selected and positive and, at the same time, negative aspects are identified. For example, a book - what is good and what is bad.

(Slide) Method of fantasy: do the opposite, increase - decrease, dynamics - statics, etc. The “increase” technique. 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?

(Slide) Collage of fairy tales (inventing new fairy tales based on fairy tales already known to children, familiar characters in new circumstances, a fairy tale from a rhyme, rescue situations in fairy tales, fairy tales from “living” drops and blots).

Here we have looked at several TRIZ methods.

Dear Colleagues! Now I invite you to take part in a creative game, where you can show miracles of resourcefulness, ingenuity, and innovative thinking, based on consolidating the theoretical knowledge of TRIZ.

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?
He sits in the swamp and speaks French. Who is this? (explain since when did frogs start speaking, and in French too).
Solve a problem situation: (brainstorming)

“The grasshopper was jumping and jumping and injured his leg. How can I help him?

— How can a zoo director accurately and quickly measure a poisonous snake?

Making wishes ( Fantasizing method)

- If I were a bird, I would...

- If I were a musical instrument, I would...

What will happen? ( Fantasy method)

— What would happen if animals spoke with human voices?

— What will happen if the mountains turn into sugar mountains?

What will happen if... ( Fantasy method)

— Will a person's life ever end?

— Does every person wear everything they own?

Empathy method:

You can use words, pantomime, facial expressions.

— How does a flower feel when it is watered by rain?

— What if people walked through a clearing where a flower grows?

Help Cinderella (brainstorming or rescue situations in fairy tales)

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.

Scientists have developed a new breed of hare. Outwardly, he is, in general, the same as ordinary hares, but only the new hare is black. What problem will the new hare have? How to help a new hare survive? Children's answers: (It is easier for a fox to hunt a black hare... He is especially clearly visible in the snow... Now he only needs to live underground... Or where there is no snow at all, but only black earth... And he can go for a walk now he only needs to at night... He needs to live with people so that they take care of him, protect him...)
Rescue situations in fairy tales.

“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.

(System analysis)
Write 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.

Thus, today we are convinced that the use of TRIZ methods and techniques in work allows us to remove psychological barriers, eliminate 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.

Thank you for your attention and participation!

Documents for download:

50022_seminar-praktikum TRIZ tehnologii.doc Format: .doc