Card index of TRIZ games
- The friends of the blue man are everything that happens to be blue. Who is his friend? (Sea, eyes, felt-tip pen....)
- The friends of the green man are everything that is green. Who is his friend? (Grass, Christmas tree, cucumber....)
- Guys, you see how many friends we have found for our colorful people.
— My friends are all animals that can jump. Who's my friend? (Kangaroo, cat, frog, ....)
— My friends are all those animals that can swim. Who's my friend? (Walrus, goose, turtle, ....)
“My friends are all those animals that feed their young with milk. Who is my friend? (Cat, dog, bear,... .)
Didactic game “Speech Carousel” with the inclusion of elements of TRIZ technologies
Alexandra
Didactic game “Speech Carousel” with the inclusion of elements of TRIZ technologies
One of the main tasks of preschool education is the development of coherent speech in children. A meaningful, detailed statement ensures communication and full interaction between children and adults; provides an opportunity to share accumulated impressions with them, as well as obtain the necessary information.
The problem of speech development in our group is most acute; 95% of children have deviations in speech development. In this regard, the didactic game “Speech Carousel” was developed.
The novelty of this development is that the game is built on the basis of the didactic game “Tell Me” using TRIZ technology.
The purpose of the didactic game “Tell Me” is to develop the ability to compose a descriptive story; the use of TRIZ technology in this game allows you to make the game the most interesting and unusual, gives each child the opportunity to show their individuality, teaches non-standard thinking, helps to increase speech activity, broadens their horizons and lexicon.
Target:
Development of coherent speech.
Tasks:
• expand and activate the vocabulary on lexical topics;
• develop the ability to construct sentences correctly, ask and answer questions independently;
• teach children how to write a descriptive story;
• develop logical thinking;
• develop retelling skills with the visual element and the help of the teacher to develop communication skills.
The form of organization of the game is subgroup up to 6-7 people, or individual. A positive aspect of the manual is that the selection of didactic material can be varied based on the individual characteristics of the children, and taking into account existing speech disorders in children.
Game description
“Speech Carousel” is an outdoor didactic game for children of senior preschool age.
The game includes one large cloth circle and several double-sided interchangeable discs.
Top most popular games used by TRIZ teachers
This collection contains the most popular games that are used in TRIZ pedagogy. These are the most famous and effective games, and not all possible ones. Since all the possible ones would hardly fit even in a weighty volume, moreover, their number is constantly growing. The fact is that TRIZ pedagogy, like a sponge, absorbs all the effective tools that develop thinking and creativity. And the most proven ones remain in the arsenal of TRIZ teachers and are successfully used in the classroom.
Check yourself, are you familiar with all the educational games from the selection? And if so, are you using all the games as efficiently as possible?
The selection can be useful both for new TRIZ teachers and for all teachers and parents who are involved in the development of thinking in children.
1) YES-NO
Recommended age: from 7 to 100 years.
The essence of the game: the presenter makes a wish for something. Participants guess what by asking questions. But you can only ask questions that the presenter can answer “yes” or “no.”
One of the simple questions, for example: “Guess what kind of food I ordered?”
What are the benefits of the game? We train the ability to ask strong questions. Within the framework of the game, these are those that cut off many possible answers at once. We also train our memory - because in order to solve the subject, you will have to remember many previous answers in your head!
Additional ideas: at some point, players may form an algorithm for solving (a clear sequence of strong questions). Then change what you wish for! Let this time it be not an object, but a hero of a book or film. Have you gotten used to it? Great, let's come up with other types of yes-no. For example:
- Yes-no under a microscope;
- Yes-no from the pictures;
- Yes-no about ancient species.
The main thing is not to forget to mark strong questions. You can also complicate the conditions - for example, you can ask no more than 10 questions. Did you manage? And now no more than 7. Is it hard to guess in 5 questions? There is no limit to perfection 
2) DRUDL
Recommended age: From 5 to 100 years.
The essence of the game: the presenter offers to look at some incomprehensible abstract picture. Participants come up with as many options as possible for what this image looks like.
What are the benefits of the game? Such visual riddles are used in TRIZ pedagogy to develop imagination; they also work well as a warm-up to activate creative thinking before subsequent tasks.
Additional ideas: you can not only look at droodles, but also draw and complete them yourself one by one. For example, the first participant drew a doodle, and the second completed it to some kind of full-fledged object and vice versa.
You can continue to draw the same doodle, because the more options you find, the more you will boost your imagination. Examples here.
Droodles can also be found in real life, for example, on a fence. Examples here.
Tree crowns and clouds serve as excellent droodles for a walk. On the road, you can even take a photo of the cloud on your phone and finish drawing it in any drawing program:
Or maybe it’s more convenient for you to solve droodles in the form of short animated videos? And the cartoon format is closer to children. Then you can use the selection of video doodles on our YouYube channel TRIZiKot.
3) MAGNETIC ANOMALY
Recommended age: from 5 years to 8 years.
The essence of the game: imagine that we find ourselves on a mysterious planet. It is almost the same as ours, but magnetic anomalies very often appear on it. All inhabitants of the planet, in order not to fly into outer space, need to, at the command of the presenter, have time to “magnetize” to a certain object.
What are the benefits of the game? With its help, you can master various properties of objects in an active form, as well as develop ingenuity and creativity.
Additional ideas: Objects in a game can be either items or properties. For example, “let’s magnetize to the wall!” or “let’s get magnetized to green!” And when simple objects and signs are mastered, we begin to get creative. For example, in a room where there are no plants, say “attach to something growing.” Here you need to realize that people also grow. Or maybe we can find some even more unusual answer?
Or “magnetize yourself to the ceiling” - this problem still needs to be solved before you implement it
By the way, to make it more fun and active, we play for speed and turn on the countdown! 5…4…3…2…1…!
A detailed description of the game, video instructions and a list of properties that you can play can be found at the link.
4) SUN-DOG-TOMATO
Recommended age: from 10 to 100 years.
The essence of the game: this exercise is similar to “Find the extra one,” only in reverse. The task is to find a unifying feature between two objects and exclude the third.
What are the benefits of the game? According to the author, with the help of the game you can even create a new convolution for yourself. But only if you reach a new level of solution, find a new area of comparison that other participants in the game have not yet found, and which was not on the surface!
Additional ideas:
A detailed description of the exercise from the author Sergei Faer is at the link.
You can see how participants find new levels of solutions here.
5) Good-bad
Recommended age: from 10 to 100 years.
The essence of the game: the presenter names any phenomenon or event (for example, winning the lottery), and the participants take turns calling what is good about it and what is bad about it.
What are the benefits of the game? The game trains the ability to find and identify contradictions - one of the main skills of “TRIZ” thinking. Indeed, at the heart of almost every inventive problem lies precisely the contradiction: “in some ways this is good, but in some ways it is bad.” After correctly formulating the contradiction, the problem is much easier to solve.
Additional ideas:
“Good and Bad” can be played in another way. For example, build a chain where participants find the pros and cons of not one event, but its various consequences. For example, the presenter says the first negative fact: “I slipped on the ice,” the first participant must say why this is good, for example, “next time I will be more careful.” And the next participant must say why the previous fact is bad: “I will look too carefully at my feet and will not notice the friend who was walking from the other side of the street” and so on. Another version of the “Good-Bad” game - training on turning harm into benefit - can be viewed at the link.
6) Universal item
Recommended age: from 6 to 100 years.
The essence of the game: we choose any object that is familiar to us and ask us to come up with how it can be used in another way? In addition to the main purpose. For example, a chair!
What are the benefits of the game? The exercise trains the ability to see not only the main function of an object (what it was created for), but also hidden functions (what else it might be useful for, for example, in some unusual situation).
Additional ideas:
The main thing in this exercise is not to stop at the first answers. After all, only when the brains begin to creak does progress occur. You can see how participants find new uses for such an ordinary object as a chair - here.
7) Break the stereotype
Recommended age: from 10 to 100 years.
The essence of the game: you need to choose several templates/known facts/stereotypes and come up with situations where they do not work. For example: The snow is cold. The fire is hot. The water is wet.
What are the benefits of the game? One of the key characteristics of an inventor's mindset is the ability to think outside the box. Seeing the unusual in the ordinary, seeing differently, in general, breaking the mold. The game will help to break the inertia of thinking and get out of the “automatic mode” of the brain.
Additional ideas:
You can watch how the participants play “Break the Stereotype” by following the link.
A version of the game for kids is “Edible - Inedible”. Choose any inedible object and figure out when it can be edible (an edible ball in the form of a cake or when made from fruit). And vice versa, when something edible can be inedible (an apple when it is old or plastic).
A version of the game for adults is “Paradoxes”. We combine two qualities together, for example “Living” and “non-living”. And we come up with an answer to the question: “What can be both living and nonliving at the same time?” . Possible answers from participants.
Creative fight
Recommended age: from 8 to 100 years.
No one will get hurt in a creative fight. But the brain will be well trained on open tasks.
What is this? Open problems are those problems that are found in real life, and not on the pages of ordinary school textbooks. In open problems, as a rule, there are no clear conditions; there may be several solutions and not just one correct answer - but many. An entire section is devoted to the theory of Open Problems on the Education for a New Era portal.
How to play open challenges? Based on solving open-ended problems, the intellectual team game Creative Fight was created. Participants are divided into teams and solve open-ended problems. Their decisions are evaluated according to special parameters. You will find more information about the rules of the game, nuances, as well as tasks that you can play on the Creatime portal.
Additional ideas:
You can also add an active element to solving open problems! To begin with, we set any open tasks for the participants, for example:
- A coin sinks in water, but how can you prevent it from sinking?
- Clothes get dirty, but how can you prevent them from getting dirty?
- How to prevent a balloon from bursting?
And then you are free to figure out which activity element to include! For example, participants stand at the start, and for each decision made, the participant jumps forward and approaches the finish line. Who will get there first?
Or the participants stand against the same wall. Everyone comes up with solutions. If someone has not come up with a solution, then instead of answering, he can do a physical exercise, for example, bend his arm and walk back and forth to the opposite wall. Then, if there is no answer again, bend your other arm and walk again, then your leg, and so the task of walking will gradually become more difficult.
Or include a ball in generating answers. Whoever catches the ball must come up with a solution and throw it to the next player.
9) Additional materials
There are many more games from the arsenal of TRIZ teachers that are not included in this top, but are compactly collected and presented in cards. For example, these are games for writing fairy tales, for systems thinking, for cause-and-effect relationships.
For information on how to get games in cards, follow the link.
Big request:
Do you think that some cool and effective educational game was not included in this list? We will be glad if you add to it and tell us about this game in the comments!
Thank you in advance!
The TRIZiKot project is educational games, exercises and cartoons for children, parents and teachers.
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Here.
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Article: “Consultation for parents “TRIZ games for parents””
Municipal autonomous preschool educational institution
"Kindergarten No. 92 of a general developmental type"
Consultation for parents “TRIZ games for parents”
Performed:
Titova Svetlana
Vasilevna
2021
The TRIZ methodology was developed by the science fiction writer G. S. Altshuller. At first, this technique was not in demand because it was not understood, but it seemed very interesting. The technique was forgotten for a long time, because the methods of this technology were new and unconventional. And only in 1987 they began to use it in kindergarten. Currently, TRIZ (the theory of solving inventive problems) occupies one of the main places in the development of preschool children. After all, TRIZ, on the one hand, is an entertaining game, on the other hand, it is the development of mental activity through creativity. TRIZ promotes the development of analytical skills; teaches the child to reason and defend his point of view; helps the child cope with natural shyness and reticence; cultivates the desire to learn and receive new information; gives freedom of speech and freedom of expression of personality; the child becomes more versatile, that is, coping with easy tasks to begin with, he gradually learns to find a way out of more complex situations, which will undoubtedly be useful to him in adulthood.
TRIZ technology didactic games can be used not only in kindergarten, but also at home. An eternal problem that parents have is what to do with their child at home on weekends and in the evening. An assistant in solving this problem can be TRIZ didactic games, which will allow you to pass the time and spend it interestingly.
All parents read fairy tales to their children. After reading a fairy tale, you can ask your child to fantasize. Ask if he liked the fairy tale, and the end of the fairy tale. Many fairy tales don't end well. Invite your child to come up with a new ending to the fairy tale, first together with him, and then let the child develop his imagination himself. We are sure that this activity will bring pleasure to parents and baby. Help your child to fantasize for the first time, don’t say to him: this doesn’t happen, it shouldn’t happen this way. Adhere to the TRIZ motto “You can say anything!” And the children talk and invent. Listen carefully to your baby. In kindergarten, the teacher listens to each child. Let your children learn to object to you, their parents, the teacher and each other, but with reason, offering something in return or proving something. Remember, children should only be given positive feedback: “interesting”, “unusual”, “curious”, “good”, “well done”, etc.
Many parents have children with a sweet tooth, use the “Good - Bad” game. By playing this game, your child will learn to identify positive and negative aspects in objects and objects in the surrounding world. The most common example: Eating candy is good. Why? Eating candy is bad. Why? I think that even a three-year-old child will give you a lot of reasons.
To develop your children’s logical thinking, use the “Fantasy” game, which can be used not only when reading fairy tales, but also in other life situations. This game helps you find new resources for solving these problems. A common life situation: your child does not want to collect toys. Using various tricks, you manage to persuade the baby to put the toys in their places. Sit comfortably on the sofa and invite your child to imagine that all the toys were offended and left him. What will happen then? The baby will think, invent and at the same time develop his speech. If you have a daughter, ask her to think and tell her what can replace lost hairpins. I'm sure she will come up with many options.
Many families love to do puzzles. Diversify this activity, use the TRIZ technology game “Something is part of something”, which will help develop perseverance in your child, which is very important in our time of hyperactive children, imagination, visual memory, and logical thinking.
As you and I know, play in preschool age is the main activity. And during play, the preschooler develops social and personal relationships.
If we set ourselves the goal of developing a child, then we must take into account that each child has his own interests, abilities and inclinations, and different children have different levels of development. Didactic games using the TRIZ method help preschoolers develop mental abilities, coherent speech, logical thinking, imagination, memory, attention, and perseverance. They help withdrawn and shy children to become more relaxed and sociable. They make each child individual. He is not afraid to speak his mind. He tries to defend his point of view, which will certainly be useful to him in adult life.
Card index of games using TRIZ technology in the middle group of preschool educational institutions
Nursina Karamurzina Card index of games using TRIZ technology in the middle group of preschool educational institutions
Game “Tree, Bird, Insect, Wild Animal”
Goal: to develop the ability to classify objects of living nature.
Rules: the adult says: “Tree” (The child names any tree). "Bird. Insect. Wild animal”, etc. in a circle. The name of the game can be changed. For example, “Fish, birds, animals”, “Trees, flowers, insects”.
Game “What (who) was, what (who) became”
Goal: to develop the ability to determine the line of development of an object.
Rules: an adult names any object of living nature. Children say what (who) he was
what (who) has become. For example, a chicken was an egg, but became a hen or a rooster. There was cabbage
a seed, became a salad.
Game “Was. Eat. Will"
Purpose: to train children in determining the properties of an object in the past, present and future.
Rules: an adult names an object of living nature. The child lists its properties in the past, present and future. For example: The cucumber was small, green, prickly, bitter; now – big, green, sweet, juicy; It will be salty, soft, crispy.
Game "Who Lives Where"
Goal: to teach children to establish what a given object is a part of.
Rules: an adult names an object of living nature. Children name the habitat of these objects. You can use pictures . For example, a bear. Habitat : forest, zoo, cartoon, book, candy wrapper.
Game "I'll take you with me"
Goal: to teach children to establish a connection between the habitat and an object of wildlife.
Rules: an adult names the habitat and offers to take with them the objects of wildlife that are located there.
For example, I am a river and I will take with me all living things that are in the river.
Game “You are a part of me”
Goal: to develop the ability to classify objects of living nature.
Rules: the adult names the image, and the child names its parts. For example: “I am a tree, you are my piece. Who are you?"; “I am a daisy, you are a piece of me. Who are you?"; “I am an orange, you are a part of me. Who are you?"; “I am a mushroom, you are a part of me. Who are you?"; “I am a spikelet, you are a piece of me. Who are you?"
Game "Who am I?"
Goal: to develop the ability to name as many living objects as possible one part at a time
nature.
Rules: an adult names one part. Children - as many objects as possible that have this part. “I have a piece of paper. Who am I?" (tree, bush, flower); “I have a button. What am I?"; “I have a nose. Who am I?"; “I have a tail. Who am I?"
Game "What does it look like"
Goal: to develop associative thinking, teach children to compare systems.
Rules: an adult names an object, and children name objects similar to it. For example, what does a flower look like? (by color, shape, function, past, future).
"Magic wand"
TRIZ has techniques that help you fantasize and find interesting ideas. One of them is increase and decrease. Its essence is that you need to mentally imagine how an object either begins to become larger and larger or, on the contrary, decreases. And for this you can come up with a magic wand!
Tell your child: “I have a pencil, let’s pretend it turns into a magic wand. Now he can increase or decrease whatever you want. What would you like to increase or decrease?"
Possible answers:
- I want to reduce winter and increase summer.
- I want to extend my weekend.
- I want to enlarge raindrops to the size of a watermelon.
Now let’s complicate this game with additional questions: “Why increase or decrease this?”
- I want to enlarge the candy to the size of a refrigerator so that I can cut off pieces with a knife.
- Let your arms temporarily become so long that you can take an apple from a branch, say hello to a friend through a window, or get a ball from the roof.
Then discuss what is good and convenient about these ideas and what is bad. Instead of a pencil, you can use any wand, let it become magical!
"Good bad"
Being able to find and identify contradictions is an important skill that makes up TRIZ thinking , because it is with the resolution of contradictions that the invention and creation of something new begins.
The first participant names a phenomenon or event and says why it is good, the next one continues, but explains in what cases it can be bad, after which the first one begins to talk about the good aspects of the last statement. For example, the parent begins: “Going for a walk is good, because you can find something interesting.” The child continues: “Finding something interesting is bad, because you can’t bring it home from the street.” The next one says: “If anything “You can’t bring something interesting home from the street - that’s good, because then you can find something interesting at home,” and so on.
"Bag of Treasures"
One of the important components of TRIZ thinking is the systematic ability to see an object in all its interconnections, which means its past, present and future. This game will teach you to understand objects in the present, to realize why they are created, what they are made of, and what type they belong to. Place a number of objects or toys in a bag made of opaque material. Let the child put his hand into the bag and, feeling the object, list out loud the properties that tactile sensations tell him.
It is advisable to take no more than 56 objects at a time, made from different materials and not having clearly defined parts; it happens that instead of properties, the child names parts, and the answer becomes obvious.
Once the properties are identified and listed, ask them to think about what the item is like. For example, you have soap in your bag, it is slippery and cold. What else is the same? You can come up with your own combinations, and to spice up the game, you can ask your child to find an object at home with a hidden property (wet, heavy, rough, etc.).
“Not yes, but no!”
The need to switch from one way of working to another, from one activity to another, makes the child’s thinking dynamic, flexible, capable of coping with non-standard, unexpected tasks, and develops his creative thinking. The game “Not yes, but no!” is great for this. In it you need to answer questions that usually imply a positive answer, or a negative one:
- Will a car always overtake a pedestrian? No, if a car is stopped at a traffic light, a pedestrian will easily overtake it!
- Is it always light during the day? No, if the weather is bad and there are clouds in the sky, then even during the day there will be twilight.
- Do all trees have leaves? No, the Christmas tree has needles.
Try to ask your child such questions and reason with him, and if the child is still small, tell him how differently the world around him works and pay attention to interesting things.
"Make a riddle"
Choose any object about which you want to write a riddle, determine what this object is and what is in the world that is similar to it. For example, if you chose “igloo” as an object, then to the questions: “What object? What does it look like?”, you will answer: “Sharp, like an arrow, shiny, like a Christmas tree decoration, slippery, like a fish.”
Now we combine all the words with the expression “but not” and get a riddle: “Sharp, but not an arrow, shiny, but not a Christmas tree toy, slippery, but not a fish. What it is?" Try composing such a riddle with your child!
“What then?”
This game can gradually become more difficult depending on the age of the child. You name the initial phenomenon, and the next player needs to continue the chain of sequence in the correct order.
- First autumn, and then? - Winter, and then? - Spring, and then? - Summer.
- First Tuesday, and then? - Wednesday .
- First evening, and then? - Night.
- First breakfast, and then? - Dinner.
With older children you can use more complex concepts:
- First clay, and then? — Vase, brick, sculpture.
- First the log, and then? - House, paper, closet.
- First milk, and then? - Porridge, cocoa, butter, sour cream.
- First the berries, and then? - Compote, preserves, jam, jelly.
