Card index of TRIZ games
What can he do? (game for children from 3 years old)
Target: to develop the ability to identify the functions of an object
Rules of the game: The presenter names the object. (The object can be shown or guessed using the Yes-No game or riddle). Children must determine what an object can do or what can be done with its help.
Progress of the game:
Educator: TV.
Children: It can break, it can show different films, cartoons, songs, it can gather dust, turn on and off.
Q: What can the ball do? D: Jump, roll, swim, deflate, get lost, burst, bounce, get dirty, lie down. Q: Let's imagine. Our ball ended up in the fairy tale “Kolobok”. How can he help Kolobok?
Note: You can move the object into fantastic, unrealistic situations and see what additional functions the object has.
The basis of personal culture.
Q: What is a polite person and what can he do?
D: Say hello, politely see off guests, take care of a sick person or dog, he can give up his seat on a bus or tram to an old woman, and also carry a bag.
Q: More? D: Help another person out of trouble or difficult situation.
Q: What can a plant do? D: Grow, drink water, bloom, close, may sway in the wind, may die, may smell delicious, or may not taste good, may prick.
Q: What can an elephant do? D: An elephant can walk, breathe, grow. The elephant gets its own food, transports goods and people, and performs in the circus. He helps people on the farm: he even carries logs.
Q: What can rain do? D: Dissolve the ice. Q: When and why? D: When the sun shines brightly, it is warm. Q: What else can ice do? D: Ice can split and crack. Q: Which ones? useful features by the ice? D: It should be applied to the bump (bruise). Food is stored in the refrigerator, and there is ice there. Q: What can you do with ice? D: You can paint with paints and make multi-colored pieces of ice. You can skate on the ice or just on your feet. Ice floes can be used to decorate all kinds of snow buildings.
Q: What can rain do? D: Drip, pour like a bucket, create puddles, water the plants. Rain makes the air fresh and washes the roads so they are clean and beautiful. The rain may drizzle.
Earlier or later (from 3 years of age).
Target: teach children to create a logical chain of actions, consolidate the concepts of “today”, “tomorrow”, “yesterday”... to develop speech and memory.
Rules of the game:
The presenter names a situation, and the children say what happened before or what will happen after. Can be accompanied by a demonstration (action modeling). For clarity, you can use the time axis, where you will see step by step sequence events forward or backward.
Progress of the game:
Q: We are now on a walk. What happened before we went for a walk?
D: We got dressed for a walk. Q: And before that? D: Before getting dressed, we put away toys, and before that we played builders, and even before that we had breakfast...
B: We came from a walk. What's next? D: We will undress, wash our hands, the attendants will set the tables….
Q: I sewed a dress. What did I do before? Show me! D: You went to the store, bought fabric (the child silently demonstrates with actions), took scissors, cut the fabric….
When consolidating the concepts of “today”, “tomorrow”, “yesterday”...
Q: What day of the week is it today? D: Tuesday. Q: What day of the week was yesterday?
D: Monday. Q: What day of the week will it be tomorrow? And the day after tomorrow?...
Q: Look, what kind of plant is this?
D: The pumpkin is big. Q: Has she always been like this? What happened to her before? D: There was a small pumpkin, and before that the plant bloomed. Q: Correct, and even earlier? D: Small sprout. Q: And even earlier? D: Seed. Q: What happened before the seed hit the ground? Show me this!
Q: This is a saucer of water. What will happen to the water next? D: Someone might drink it. Or pour it out. Q: What next? D: If it is poured, it will be absorbed into the ground, and if there was some kind of seed there, then it will sprout and there will be a tree... Q: This is the benefit water brings. And if it’s in a cup and no one poured it out, what happens next? D: It will evaporate, turn into a cloud and into rain. Q: Of course, a small amount of water in a cup will not cause rain, but the humidity in the air will increase. Why?
D: Because the liquid men of water will meet the running men of air.
Train (from 3 years of age).
Target: learn to build logical chains, develop attention, memory, and thinking.
Rules of the game:
The presenter prepares 5-6 options for depicting one object in different time periods: a tree or a bird, or a flower, a person, and so on (objects of a living system). Cards with the image of one object are distributed to the players.
Progress of the game:
The leader is a teacher, and later a child is a train, and the rest of the children are carriages. The “time train” is being lined up.
Q: Let's go on the human time train. On the table there are disparate images of a baby, a little girl and a boy, a schoolchild, a teenager, an adult, an elderly person.
Each child chooses the picture he likes. The leader takes his, stands up, and behind him stands a child with the next meaningful picture, and so on.
(When familiarizing yourself with the concepts of “system now”, “system in the past”, “system in the future”.)
(When expanding the understanding of the growth and development of representatives of the animal world, when observing the inhabitants of a corner of nature, as well as becoming familiar with the seasons).
Q: Here is a picture of a green leaf. (Pictures of a leaf in different time periods were selected in advance: a yellow leaf, a fallen leaf, a leaf under the snow, a small leaf with a light green color, and so on).
Children choose pictures and line up in a train.
Q: What time of year is it now? D: Winter. Q: What happens in winter? D: It’s snowing, it’s frosty.
Q: Is this good? D: You can ride a sled. Q: Why is sledding bad?
D: You can fall and get hurt. Q: I'm installing the first time train carriage. In the picture it's snowing, ice skating. What time of year will be next?
Children choose pictures.
Note: For older children preschool age you can build a more complex “time train”. An object is taken from a non-living system: a car - as a type of transport or as a means of transporting cargo.
Q: Now we will build a “time train” machine. What did people drive before?
D: Cart, carriage...
Q: And in the future, what will humanity ride?
Children choose the proposed pictures and line up in a “train”.
Where does he live? (from 3 years old).
Target: to identify supra-system connections, develop speech and thinking.
Rules of the game:
The presenter names objects in the surrounding world. In early preschool age, these are inanimate objects from the immediate environment and objects of living nature. In older preschool age, these are any objects and phenomena of the real and fantasy worlds (where smiles and fire live). Children name the habitat of living objects and the location of real and fantastic objects.
Progress of the game:
Q: Look how many pictures there are! Choose any one for yourself!
At an older age, objects can be guessed in advance by the children themselves, or the presenter can name the object to everyone on his own behalf. If the teacher has a clear goal: to consolidate, for example, the section “Living and non-living systems,” then the main set of pictures should consist of objects of a living and non-living system, and so on.
Q: Where does the bear live? D: In the forest, in the zoo. Q: And also? D: In cartoons, in candy wrappers. Q: Where does the dog live? D: In the kennel, if she is guarding the house. In the house, right in the apartment. And there are dogs living on the street - stray ones.
Q: Where does the plantain live? D: It grows on the path. On the lawn and in the field. And also at the pharmacy. And when I applied it to the wound, it lived on my leg. And I drank it, which means it was in my tummy.
Q: Where does the nail live? D: In the table, in the factory, in dad’s garage. In the toolbox. On the wall. In a chair. In my shoe!
Culture of behavior.
Q: Where do they live? polite words? D: In a book, in a song. In a good person. Q: What does it mean good man? D: This means that he is polite, dresses neatly, brushes his teeth, helps people
This game can be used as an organizational moment at the beginning of a lesson - a conversation.
Q: Where does joy live? D: In our group, in me, in my beloved cat, in my mother, on TV. Q: Where does evil live? D: In the fairy tale about Baba Yaga, about the stepmother... in a policeman, in a person - he can be evil.
Q: What words contain the letter “A”? D: Mom, fox, alphabet, watercolor... Q: Where does sound live?
D: In words, in musical instruments, when a person sings or screams, in a microphone. On TV and radio, on records...
Q: Where does the word live?
D: In a sentence, in a fairy tale, in a person! Q: A person uses a word to designate and express his thoughts.
What will happen if... ( from 3 years old).
Target: on the development of thinking, speech, flexibility of mind, imagination, familiarize with the properties of objects and the surrounding world.
Rules of the game.
This game is based on questions and answers. “What will happen if paper, a stone, a bug falls into a bathtub of water?”, “What will happen if it snows in the summer?”
Questions can be different - both everyday and “fantasy”, for example: “What will happen if you end up on Mars?”
Progress of the game:
The teacher asks the child a question “What will happen if paper falls into a bathtub of water.” The child answers: the paper will get wet, melt, float, etc.
The sun is shining (from 3 years old).
Target: on the development of thinking, speech, speech, flexibility of mind, imagination.
Rules of the game:
You start the sentence and the child finishes it. For example, it’s raining, and also... the sun is shining... the dog is barking... the locomotive is rushing...
Progress of the game:
You can combine two objects or living beings and name the actions common to them. Snow and ice are melting, a bird and a plane are flying, a bunny and a frog are jumping. Or one action and many objects: a fish floats, a boat, a ship, an iceberg... And what else? The sun is warming, the fur coat is warming, the battery is warming... And what else? A car, a train is buzzing...
Good - bad (game from early preschool age).
Target: highlight positive and negative aspects in objects and objects of the surrounding world.
Rules of the game:
A leader is any object or, in older preschool age, a system or phenomenon in which positive and negative properties are determined.
Progress of the game.
Option 1:
Q: Eating candy is good. Why? D: Because she is sweet. Q: Eating candy is bad. Why? D: Your teeth may hurt. That is, questions are asked according to the principle: “something is good - why?”, “something is bad - why?”.
Option 2:
Q: Eating candy is good. Why? D: Because she is sweet. IN: Sweet candy- this is bad. Why? D: Your teeth may hurt. Q: If your teeth hurt, that’s good. Why?
D: You will see a doctor in time. What if your teeth hurt and you didn’t notice?
That is, the questions follow a chain.
Q: Man invented fire. Fire is good, why? D: It makes you feel warm. Dad will make a fire, it will be fun. Q: Fire is bad. Why? D: It's dangerous, there could be a fire. If the house burns down, then people will have nowhere to live.
Living system. Q: Is leaf fall good? D: Yes! The earth becomes beautiful, the foliage rustles underfoot. Q: Leaves under your feet are bad. Why? D: You can’t always see a bump, your shoes will get dusty or will be wet if after rain.
One, two, three... run to me! (from 3 years of age).
Target: to compare systems, be able to highlight main feature, develop attention and thinking.
Rules of the game:
The presenter distributes pictures depicting various objects to everyone playing. Depending on age, the content of the pictures changes: in younger groups these are objects of the immediate environment, animals, and in older groups these are objects of more complex content, as well as natural phenomena and inanimate objects. Children can simply wish for an object without using a picture. The children stand at the other end of the hall and, according to a certain instruction of the teacher, run up to him. In older preschool age, the leader can be a child. The teacher or leading child then analyzes whether the player made a mistake, highlighting any properties of the system.
Progress of the game:
“One, two, three, everyone who has wings, run to me!” (Children run up with images of an airplane, a bird in the picture...) The rest of the children stand still.
Note: You can use tasks for the supersystem.
For example: “One, two, three, everyone who lives in the field, run to me!” Children run up to the leader with images or hidden objects of cabbage, stone, sand, earth, mouse, grass, wind, tractor. The presenter asks at what moments the tractor can be in the field (during sowing or harvesting).
You can use tasks for the function of an object.
For example: “One, two, three, those who can sing, run to me!” Children run up to the presenter with a picture of a bird, a man, a wind, a radio...
The use of time dependence tasks is interesting.
For example: “One, two, three, everyone who used to be little, run to me!” Children with the image of a person, bird, flower, wind run up to the leader... Children with the image of a tractor, earth, sand do not run up...
When forming an idea about some plants: “One, two, three, everyone who has leaves (trunks, stems, roots, flowers) - run to me. When forming ideas about animals (eyes, fur, long fluffy tail, hooves, horns...).
Speech development.
When enriching the dictionary with words denoting parts of objects (buttons, sleeves, collar - coat); tasks on the quality of objects (hard - soft, metal, fabric texture...)
What does it look like (from 3 years of age).
Target: Development of associative thinking, teaching children to compare various systems.
Rules of the game. The leader is the teacher, and at an older age the child names the object, and the children name objects similar to it.
Note: Similar objects may be the following signs: by purpose (by function), by subsystem, by supersystem, by past and future, by sound, by smell, by color, by size, by shape, by material. Even very different objects can be similar. You can use subject pictures, especially at the stage of familiarization with the game. The presenter asks to explain why the player decided that the named objects are similar.
Progress of the game: Q: What does the lampshade look like? D: On the umbrella, on Little Red Riding Hood, on the bell, because it is big, on the heron, because it stands on one leg.
Q: What does a smile look like? D: For a rainbow, for a month in the sky, for sunny weather.
B: Ladle. D: For an excavator’s bucket, for the Ursa Major constellation, for an umbrella, for a shovel, for a microphone, since the microphone has two parts: the microphone itself and a handle, and the ladle also consists of a bucket and a handle. The microphone can also be metal, like the ladle, or it can have metal parts, and so on.
Inanimate nature. Q: What does rain feel like? D: On a watering can, when you water something from a watering can, on a shower. Q: What kind of shower is there? D: Cold and warm. And the rain in summer can be warm and cold in autumn. And the rain is like a sprinkler that mom puts in the garden and waters the berries and vegetables.
Speech development (when expanding the vocabulary denoting the names of objects).
Q: What does a needle look like? D: On a pin, on a button, on a nail, on a knife blade, on a pen rod. Q: That is, all these objects are united by one characteristic: sharp and metallic. D: Also on the spines of a hedgehog and a cactus, on the clasp of an earring that is inserted into the ear, it is also sharp.
Sound culture of speech
Q: What does the “R” sound sound like?
D: The noise of a motor, a vacuum cleaner, the roar of a lion or a dog.
Q: Say the sound “R”. Name the words that have this sound. (Go to lesson).
We reduce and increase (from 3 years).
Purpose of the game: enrich vocabulary Children should be taught to form using suffixes: – ok, – chik, – check, -ish.
Rules of the game.
Say: “I will name someone or something, and you make it small.” For example, a mushroom is a fungus, a chair is a chair, a leaf is a leaf.
Make sure that the child does not name baby animals instead of the correct answer: not a hare - a little hare, but a hare - a bunny; not a cow - a calf, but a cow - a cow.
The same can be done in the opposite direction. The adult names the “reduced” word, and the child gives its usual version.
The same games can be played with “increasing” suffixes: cat - cat, lesson - tract.
Name it in one word (from 3 years old).
Target: enrich children's vocabulary with nouns, develop speech, attention, and thinking.
Rules of the game.
An adult describes something, and a child calls it in one word. For example, the morning meal is breakfast; large utensils for preparing compote - a saucepan; tree that is decorated New Year, - Christmas tree.
Describe it in one word (from 3 years old).
Target: enrich children's vocabulary with the help of adjectives, develop speech, attention, and thinking.
Rules of the game.
This game is similar to the previous one, only you need to name an adjective rather than a noun. For example, a coffee cup is coffee, a paper flower is paper, strawberry jam is strawberry, apple juice is apple.
Let your child practice coming up with tasks for you.
Chain (from 3 years).
Target: to form the ability to identify signs of objects, to develop children’s thinking and speech.
Rules of the game:
The presenter shows the child a picture of an object, and he names it. Then the picture is passed on to another child. He must name one of the characteristics of the object and pass the picture to the next one. You need to name as many signs as possible and not repeat yourself.
Progress of the game:
The presenter shows a picture of glasses, the child, seeing the picture, says glasses are round and passes the picture to the next player. The next player says sunglasses and passes the picture to the next player, etc.
Put them in order (from 3 years old).
Target: develop an understanding of the relativity of size; systematize children's knowledge about the sizes of animals, develop mental activity children, speech.
Rules of the game:
The teacher shows the children 5-6 cards with images of different animals (for example, mouse, cat, dog, horse, elephant), they need to be arranged by height, starting with the smallest.
After this, a discussion of each card begins. For example: Is the cat big or small? Big for whom? Small for whom?
When analyzing situations “For whom is the mouse big?”, “For whom is the elephant small?” children use knowledge from personal experience.
My friends (conducted from 4 years old).
Target: develop the ability to find general properties, functions with object, develop children's vocabulary, logical thinking, speech.
Rules of the game. The presenter asks the children to identify themselves as something or someone. Children determine who they are (take the role of an object in the material world). Then the teacher chooses any property and names it. Children whose object has this property approach (run up) to the leader.
Note: The game can be made mobile, children can run up rather than approach. Children who have taken on the image of an object can show it with facial expressions and gestures.
In older preschool age, you can take “complex” objects by function. At 5-6 years of age, the role of leader can be performed by a child.
Progress of the game:
Q: I am a carpet - an airplane. My friends are what can fly.
Children approach the teacher, taking on the image of an airplane, a bird, a mosquito, space rocket, leaf, feather.
Q: Does the plane fly by itself? Why? Does the bird fly by itself? Why? How does a feather fly? Why is it flying? The presenter clarifies and corrects, addressing all children.
Q: My friends are what can talk.
Children approach the presenter, taking on the image of a person, a radio, a book, a TV, a robot, a talking doll...
Note: The presenter can use the game for orientation in the room, when forming the concept of generalization, etc.:
Q: My friends are something you can sit on in your apartment.
Children approach the leader, taking the image of a sofa, chair, carpet, soft toy, ball.
Q: Choose words that indicate the name of the technique. My friends are things that can carry cargo.
Those children who have chosen a car, tractor, train, or ship approach the leader.
Q: My friends are things that can buzz.
Children approach the leader, taking the image of a bee, dragonfly, vacuum cleaner, hair dryer... and say as an exercise: w-w-w.
Q: I am a fish. My friends are those words that have the sound “r” (at the beginning of the word, in the middle, at the end).
Children approach the leader with the words: cancer, sparrow, headlights.
Like complications for 6-7 year olds.
My friends are action words that have an “A” sound in them.
D: Run, jump, fly.
Note: The teacher gives the children 2 subject pictures with different objects in advance. For example,
child 1: table and water
child 2: sugar and glass of water
child 3: pen and table
child 4: milk and cup of tea
child 5: paint and water
child 6: umbrella and rain
child 7: clock and wardrobe.
Q: What interacts with each other?
Children come up to the leader with pictures of sugar and a glass of water, milk and a cup of tea, paint and water.
Q: My friends are something that knows how to bounce off each other. Children approach the presenter with pictures of an umbrella and rain.
Q: My friends are what don't interact.
Children approach the teacher with pictures of a table and water, a clock and a cabinet, a pen and a table.
Note: During the game, children explain the reason for interaction - not interaction, learn to construct sentences, thereby solving the problem of developing monologue speech, and developing the ability to express their thoughts.
There are many game options. You can complicate the game conditions by combining a function and a supersystem:
Q: My friends are those who live in the forest and can run fast.
D: Fox, wolf.
Q: My friends mean being at home and helping a person with the housework.
D: Vacuum cleaner, iron, broom, combine, horse...
Note: This game can also be used to practice the sub- and supra-system, as well as the past of a specific object.
Q: I am a telephone. My friends are something that can transmit information over a distance.
D: Book, postman, pigeons with notes, computer.
Q: I am a flower. My friends are those objects that were seeds in the past.
D: Cucumber, sunflower, pumpkin, melon.
What I was - what I became (from the age of 4).
Target: to determine the line of development of an object, develop logical thinking and speech.
Rules of the game:
1st option: The presenter names the material (clay, wood, fabric...), and the children name the objects of the material world in which these materials are present...
2nd option: The presenter names a man-made object, and the children determine what materials were used in its manufacture.
Progress of the game:
B: Glass. It used to be an alloy of different materials.
D: Dishes, windows, and mirrors are made of glass. There is glass in the TV screen, glass display cases in the store. And I saw a glass table. My mom has glass beads.
Q: What's good about a glass table?
D: It’s beautiful, you can see a cat lying under the table.
Q: What's wrong with such a table?
D: Such a table can break and people will be cut by the fragments...
Q: What else could be made of glass?
D: There are glasses in glasses, there are glass chandeliers with glass light bulbs, and watches also have glass.
Q: Have you heard the expression: “He has a heart of glass.” Who can you say this about?
D: This can be said about an evil, “prickly” person. Baba Yaga has an evil heart, it is made of sharp fragments.
Q: Name fairy tales that have heroes with glass hearts!
The teacher summarizes the children's answers.
B: TV.
D: It is made of different materials. The body is made of wood or plastic, the screen is glass, and there are many iron parts inside the TV.
Q: It was a seed, but now it is?
D: It became a sprout.
Q: It was a tadpole, but now it is?
D: Frog.
Q: It was raining, but now it’s raining?
D: The water was absorbed into the ground, and some of the water evaporated. The liquid people turned into running people, became invisible and disappeared.
Q: It was a tree, but it became... What can a tree become?
D: A house for a squirrel, dry wood, firewood, boards, furniture, paper
According to option No. 1.
Q: I call you a substance of inanimate nature – sand. It used to be sand, but it became...
D: became cement, glass, dishes.
Q: It used to be fabric, but it became...
D: It became a dress, any clothing, curtains, tablecloth...
Q: It used to be watercolors, but it became...
D: It became a drawing, a painting, a blot, a stain...
Magic traffic light (from 4 years of age).
Target: Teach children to identify the system, subsystem and supersystem of an object, develop logical thinking, attention, and speech.
Rules of the game:
In the “Magic Traffic Light”, red means the object’s subsystem, yellow means the system, and green means the supersystem. Thus, any object is considered. The item in question can hang (lie) in front of the child, or it can be removed after the display.
Progress of the game:
The teacher hangs up a picture of the car (in older preschool age, a diagram of the car).
Q: If I raise the red circle, you can tell me what the machine consists of. If I hold up a green circle, you can tell me what the car is a part of. What if I raise the circle yellow, then you tell me: what is it for; draw this object in the air, depict this object (in the older and preparatory group- the method of empathy).
This game can be used when viewing a painting.
Q: If I raise a red circle, you will name the objects that you see in the picture. If I show you a yellow circle, you can tell me what this picture can be called. And if I raise the green circle, determine what the plot of the picture is part of (the natural world, transport, pets).
Living and nonliving systems.
B: Cactus. (raises the green circle).
D: Cactus belongs to the natural world, to a living system, to plants. He can live in a room on a windowsill, and he also lives in the desert.
The teacher (in the senior and preparatory groups - a child) raises a red circle.
D: The cactus has roots, spines, flowers in adult cacti.
Q: Why do cacti have spines?
D: To avoid being disrupted, he defends himself this way.
D: The cactus is needed for beauty (especially when it blooms), the cactus provides oxygen, and people breathe oxygen, and the cactus is also food for animals in the desert.
The teacher or presenter asks the child to turn into cacti: into a blooming cactus, into a cactus that has been watered a lot, a cactus in a cramped pot, a cactus in the desert...
B: Rain. (raises the yellow circle).
D: We really need rain. He waters the earth, gives it moisture, and flowers, trees, and various plants grow from the earth. If it rains heavily, it washes away all the dirt, streams form, and the streets and roads become clean. After the rain there is fresh and clean air.
The teacher raises a red circle.
D: Rain lives outside, it lives in the clouds, it forms in the atmosphere.
Q: What does rain refer to?
D: To the natural world, to the inanimate system.
The teacher raises a green circle.
D: Rain is many, many droplets of water. Liquid little people live in every droplet.
Q: After the rain, a puddle formed on the asphalt. Picture her. A drop of rain fell on a leaf. Picture her.
Speech development. The grammatical structure of speech.
Q: The word “beautiful”. Raises a yellow circle. What can be denoted by the word “beautiful”?
D: A dress can be beautiful beautiful mom, beautiful sky, beautiful house, beautiful book...
Q: This word can denote a characteristic of an object. The teacher raises a red circle.
D: This word can live in a sentence, in a story, in a book, in a person’s speech...
D: This word consists of sounds, syllables.
Note: more simple words The teacher invites the children to break them down into sounds individually with a schematic representation of vowel and consonant sounds or into syllables.
Familiarization with fiction.
(used in retelling classes, when analyzing a read work, or memorizing a poem).
In: “Moidodyr” by Chukovsky K.I.
The teacher raises the yellow circle.
D: The dirty boy is the main character, he did not wash himself, and his things - the samovar, irons, boots, poker, brushes, washcloth, Moidodyr - are the heroes of the story.
The teacher raises the green circle.
Q: What is in our story: what actions are performed and by which heroes, what is the mood of the heroes at the same time.
D: Various things run away from the boy: the blanket ran away, the sheet flew away, and the pillow, like a frog, jumped away from me. The boy wanted to drink tea, the samovar ran away. Everything was spinning and spinning and rushing like a wheel.
The teacher asks the children to retell close to the text.
Box with fairy tales (from 4 years old).
Target: to develop speech, thinking, imagination, and enrich children's vocabulary. You will need a box with 8-10 (pictures).
Rules of the game. The teacher suggests taking the figures out of the box at random. We need to figure out who or what this object will be in the fairy tale. After the first player has said 2 - 3 sentences, the next one takes out another object and continues the story. When the story is over, the items are collected together and the new story. It is important that each time the story is completed, and that the child different situations came up with different options actions with the same object.
Pass it on to someone else (from 4 years old)
Target:
Rules of the game.
There is a stack of upside down cards on the table. The child takes any picture from this pile, for example, “slippers,” and comes up with some phrase, “beautiful slippers.” The picture is passed on to the next player. Another player names his word - combination and passes it to the other player. The player who named the last word combination keeps the picture and gets the right to take the next picture from the pile. The winner is the owner the largest number pictures.
Progress of the game:
The child takes out any picture, for example, “slippers,” and comes up with some phrase, “beautiful slippers,” and passes it on to the next player. The next player says “warm slippers” and passes it to the next player, etc.
A wizard came to us: I feel only with my hands and skin. (from 4 years old).
Target: teach children to feel possible tactile sensations during imaginary contact with various objects, to designate their specific features in words.
Progress of the game:
You need to imagine the sensations that arise when you imagine your hands touching an object in the picture.
For example: I stroke a cat with my hands and feel that its fur is fluffy; the kitten licked my hand, and I felt that its tongue was rough.
Confusion (from 4 years old).
Target: strengthen children's skills in finding typical properties of an object.
Progress of the game: The teacher names 3-4 objects with unusual properties (for example, a pointed tiger, a striped pencil, a frozen shelf, book glass) and asks the children to restore order, that is, choose a typical property for each object.
We save Kolobok (from 4 years old).
Target: develop creative imagination, teach fantasy to endow famous fairy tale characters qualities that are not inherent to them. Develop unconventional thinking.
Equipment: book “Kolobok” table theater “Kolobok”.
TRIZ tool: “Good-bad” game (identifying negative and positive properties, resolving contradictions).
Progress of the game:
Children, look carefully, who can tell what the name of this book is? That's right, “Kolobok”. I’ll open the book, and you call Kolobok, maybe he’ll come to us.
The children call, Kolobok (table theater) appears.
Kolobok, why are you so sad? Guys, he is sad because he forgot who he met in his fairy tale, which characters. Let's help him.
Children list the heroes of the fairy tale and retell its content.
The fox really wanted to eat Kolobok. Is this good or bad?
What's good (the fox has eaten)?
What's bad (Kolobok was eaten)?
– What can be done to prevent the Fox from getting Kolobok, how to save it? (feed before meeting Kolobok)? What kind of character does Kolobok need to become so that the Fox doesn’t want to eat him (inedible, dirty, stale, poisonous)?
All options proposed by the children are discussed. The most interesting ones are played out by children using tabletop theater dolls. For example: Fox met Kolobok, and he just rolled through the mud. Would the Fox want to eat such a Kolobok? What will she tell him (“Ugh, you’re so dirty, Kolobok, I can’t eat you, maybe I’ll get sick, my stomach will hurt”)
Guess the secret (from 4 years old).
Target: teach children to build hypotheses.
Progress of the game: The teacher offers the phrase: object + unusual feature (for example, a furry book). Asks children to make suggestions about which object this characteristic - hairiness - could have been taken from. The children's answers are from a bear, a dog, etc.
Teremok (from 4 years old).
Target: train analytical thinking, ability to highlight general signs by comparison.
Rules of the game:
Children are given various object pictures. One child (or teacher in younger group) acts as a leader. Sits in the “teremka”. Everyone who comes to the “teremok” will be able to get there only if he says how his object is similar to or different from the presenter’s object. The key words are: “Knock, knock.” Who lives in the little house?”
Note: During the game, the leader can change the settings: “I’ll let you into the tower if you tell me how you’re like me. Or: “I’ll let you into the little house if you tell me how you differ from me.”
Similarities and differences can be by function (by the purpose of the item), by components, by location or by species.
For example: thread and scissors. They are similar because they belong to the same supersystem - sewing items; may be in the apartment or on the cutter’s desk. Similarities and differences can be in the past and future, in smell, sound, shape, color, size, material. This game reinforces the systemic thinking algorithm in children.
Progress of the game.
Option 1:
The presenter - the child chose the car.
D: Here, there. Who lives in the tower?
Q: It's me, the machine.
D: And I’m a table. Let me live with you?
Q: I’ll let you in if you tell me how you are like me.
D: I am a table, I am similar to you in that I serve people (I hold various items on yourself, dishes, and you also serve people, as you transport them or cargo. You are iron, I can be iron too. You, the car, live in a house - a garage, and I live in a house (in a room). You, the car, have 4 wheels, and I have 4 legs. They take care of me - they wash me and you, the car, are washed. You, the car, emit a smell (of gasoline) and I, the table, emit a smell when they put food on me or wash me with powder. You and I are similar in shape. My roof is square, yours is also square. I, the table, can also be the same size as the car. You are made of tough little people and so am I. The car can drive and I can drive because I can have wheels.
Option 2:
Q: I’ll let you know, if you tell me how you, the table, are different from me – the machine.
D: The car was iron in the past, and I was the table in the past wooden planks. My main function is to keep the plates on the table, and the car is needed to transport goods and people. I am white in color, and you are green. In the picture here I am shown as a small table, and you as a large machine. You, car, have round legs, but I have rectangular ones.
Wildlife and inanimate nature.
Similarities between objects of the living world.
D: Knock, knock. Who lives in the little house?
Q: It’s me, bullfinch. Who are you?
D: And I am a sparrow. Let me in!
Q: I’ll let you in if you tell me how you, the sparrow, are like me, the bullfinch.
D: Both you and I are birds. We have the same structure: There are 2 wings, there are 2 legs, 1 head, feathers on the body, a tail, and so on; we relate to the natural world, to a living system, to birds. We are alive, so we breathe, reproduce, move on our own. The sparrow, like the bullfinch, moves on two legs and flies. In the past, the sparrow and bullfinch were little chicks, and in the future they will have their own chicks.
Differences in objects of the living world.
D: Knock, knock. I'm a sparrow. Who lives in the little house? Let me in!
Q: It’s me, the bullfinch. I’ll let you in if you tell me how you and I differ.
D: Bullfinch a little larger size sparrow Bullfinch migrant. Sparrow all year round lives in a city next to a person. We have different colors(the bullfinch has a red breast, and the sparrow has a gray breast). Different diets (the bullfinch eats berries, which is why it lives in parks and forests, and the sparrow feeds on seeds).
D: Here, there. I am a stone. Who lives in the little house? Let me live with you.
Q: I’ll let you in if you tell me how you, the stone, are different from me, the river.
D: We are made up of different people. A stone is made of solids, and a river is made of liquids. We feel different to the touch: the stone is hard, but the water passes through our fingers. We are different in form. The river takes the form of its banks. The river makes a sound - a murmur, but the stones do not make a sound.
The game “Teremok” can be played by 2 to 10 people. So that the players in the tower do not get bored, the work can be built in a chain. The one who has already been let into the tower asks the next player, who asks to enter the tower, and so on. During the game, tasks can be changed: set either for similarities or differences. Pictures must be used only at the first stage, then children can “hold” the object in their heads.
The game can be devoted to only one topic. For example, only animals or dishes and furniture. Then before the game the teacher informs the children about this. Or if pictures are taken, he selects the appropriate ones.
The “teremok” itself is, of course, conditional. It could be just a corner in the room, or it could be chairs placed, behind which all the objects are eventually assembled.
Q: I am a city. Who are you? I'll let you in if you tell me how you and I are alike.
D: I am a village. We are similar to you, since people live both in the city and in the countryside; There are kindergartens and schools. We exist so that people live and work together.
B: Come in! How are you and I different? (you can contact the next child).
D: The city is larger than the village. Fewer people live in the village than in the city. In the city there are large plants and factories, and in the village people raise livestock and harvest fields. The village has small, low houses. In the city the sounds are different than in the village: cars, trams ring, but in the village cows moo and pigs grunt. And in the village it smells of hay and milk, and in the city it smells of gasoline.
Note: In this section, in older groups you can give concepts of the differences and similarities between day and night; various professions; teacher and student; mothers and daughters; driver and pedestrian. Thus, the child will develop and consolidate concepts about social relations.
Guess by the description (from 4 years old).
Target: teach children to identify an object by description, develop children’s imagination, thinking, and speech.
Rules of the game:
The presenter shows a picture with the depicted object to only one of the children.
The child describes the object (without naming it) so that the rest of the players can guess what he is talking about.
Progress of the game:
The presenter shows one of the children a picture of a cucumber. The child begins to describe it - it is a vegetable, it grows in the garden, it is oblong in shape, green etc. Children guess from this description that it is a cucumber.
Teaser (from 5 years old).
Target: learn to form words using suffixes: – lka, -chk, -shche, etc.
Rules of the game:
The object is called the leader. Children, without naming its function out loud, tease it with the help of suffixes: - lka, -chk, -shche, etc.
Progress of the game:
B: Cat. D: Meow, runner, biter, meow, sonechka...
B: Vacuum cleaner. D: Noisemaker, sucker, blower, cleaner, rattler, breaker...
B: Ball. D: Jumper, toy, breaker, roller.
B: Snow. D: Cover, cover, insulation, warmer. Q: When can he be a hider? D: When there is a lot of it, it covers the earth and retains heat. Q: What can you say about snow in the spring when it melts? D: Melting. Melting place when a lot of snow melts.
Q: Does snow only turn into water or can it disappear in some other way? D: spawner, disappearer...
B: Tomato. D: Yummy, vitamin, useful. D: When my mother makes a salad, she decorates it with tomatoes and slices. Q: Tease him at this moment! D: Decoration, decoration.
What can you say about an object if there is... (from 5 years of age).
Target: to determine the sub-system connections of an object, develop logical thinking, speech, and enrich children’s vocabulary.
Rules of the game:
The presenter names the parts of an object or item, and the child must name what kind of object it is and give it a description.
Progress of the game:
Q: What about an object that has suction cups?
D: It is either an animal or a bird that lives in trees or rocks.
Q: What about a system that has many books?
D: This could be a library or a bookcase, a bookstore, or even a student’s briefcase.
Q: What can you say about the object of which magic words are a part?
D: Are these words like “thank you”, “hello”, “be kind”? This may be a polite person, kind person, book.
Speech development (enrichment of vocabulary).
Q: What can you say about a system in which there is no light?
D: It could be a dark room, soil, a black box, a closed cabinet.
Q: What can you say about an object that smells delicious?
D: Is this a living object?
B: Yes.
D: This could be a hairdresser (he smells of cologne), a cook or a cook (he smells of buns, pies, vanilla, all sorts of spices.
Q: What if it’s an inanimate object, but it also smells delicious? What is this?
D: Perfume shop, kitchen in kindergarten.
Sound culture of speech.
Q: What can you say about an object if it has the sound “A” (schemes can be used).
D: Mom, frame...
Living and inanimate nature.
Q: What can you say about an object if there is “MEOW” there?
D: Cat, kitten.
Q: What can you tell about an object if there is a murmur there?
D: A stream, a river, and sometimes there’s a gurgling sound in my stomach. It could be a fountain.
Q: What can you tell about an object if it has bark?
D: It could be a tree, a bush, a stump.
Q: What can be said about the system if there is harvesting, rain, leaf fall?
D: It's autumn!
Familiarization with the surrounding world.
Q: What can you say about an object if it has a motor?
D: It’s either a juicer, or a car, or a tractor, or an airplane, or a vacuum cleaner.
Q: What can you tell about an object if there is a white coat there?
D: It could be a doctor, a hairdresser, a pharmacist.
Q: What if it is a non-living system?
D: Then this is a closet, a hospital, a pharmacy...
Let's change (for children 5-7 years old).
Target: teach children to highlight main function object, develop logical thinking, speech, imagination.
Rules of the game:
The game is played by a subgroup. Each child thinks of his own object and says what he (she) can do. Then there is an exchange of functions between the children who have guessed the object.
Progress of the game:
R1: I am the clock. I can tell the time.
R2: I am a book. I make a person smarter.
R3: I am a mosquito. I choose the function - to disturb people.
R4: I am a machine. I transfer people.
Q: Let's switch functions.
A watch (Child 1) explains how it makes a person smarter or how a machine can tell the time.
Living and nonliving systems.
R1: I am an elephant. I can douse myself with water from my trunk.
R2: I am an ostrich. I can bury my head in the sand.
R3: I am a hedgehog. I can curl up into a ball.
Then comes the exchange of functions. The hedgehog can now douse himself with water from his trunk. How is this? And the elephant explains how he learned to bury his head in the sand, and how the ostrich learned to curl up in a ball.
Inanimate nature.
R1: I am ice. I am transparent and made up of solid people.
R2: I am water. I am made up of liquid people.
R3: I am a couple. I am made up of gaseous people.
Then there is an exchange of functions: the ice (child 1) suddenly began to consist of liquid people, and the steam (child 3) became solid. When does this happen?
Find friends (from 5 years of age).
Target: to develop logical thinking, teach correctly, find the functions of objects and name them.
Rules of the game:
The presenter names the object, highlights its function, and the children say who or what performs the same function.
Note: B this game You can play in a subgroup, or you can play in a group with frontal forms of work (in class). It is recommended to use the game after children become familiar with the concept of “function”, after using the game “What Can?”. The game can be made mobile using a set of object pictures located at some distance from the players. Children will need to run and choose the correct picture, or maybe several pictures that perform the function named by the leader.
Another option is using simulation. The presenter names the object, and the children at the tables draw a diagram of the object (or objects) that perform the function of the given object.
Progress of the game:
Q: The car transports cargo, and who else performs this function?
D: The cargo is carried by a horse, airplanes, sleighs, an elephant...
Q: A bird can fly, but who else can fly?
D: An airplane, a bee, a duck can fly.
Q: Does the plane fly by itself?
D: No. His man is leading.
Q: In fairy tales you often encounter magical objects. Name them!
D: Wand, boots are walkers.
Q: Name magical objects that can do anything, name what fairy tales they come from.
Q: I have a nail in my hand. What kind of people are there the most in it? What other objects contain more solid people?
D: Scissors, axe, stove
B: I'll take a glass of water. Which objects contain both solid and liquid people at the same time?
D: Samovar, iron, washing machine, kettle, cream in a tube.
Alien language (from 5 years of age).
Target: to consolidate letters and syllables, teach children to form words from syllables, develop children’s speech and thinking.
Rules of the game.
If your baby has already mastered the letters, you can play a game with words. There are several options. The most famous is who can come up with the most words starting with one letter.
Another game - an adult names an open syllable (ka-, mi-, ru-, zo-, and so on), and the child comes up with a word that begins with this syllable.
The child can name a word he came up with on the fly. Needless to say, there is no such word. It’s better to try to figure out with your child what it could mean. Approve the manifestation of invention and imagination on the part of the baby. Specially come up with words that do not exist in ordinary life. Any combination of sounds is suitable (clunking, gurgling, whistling, etc.). You can come up with names for alien animals or various objects. Encourage any word creation your child can create.
Stop the thief! (from 5 years old).
Target: train analytical thinking, ability to highlight distinctive features through comparison, develop attention and speech.
Props: pictures of different objects, for example: guitar, teapot, house, bag, tree, apple, pencil, etc. One picture for each child.
Entering the game: shouts are heard from the crowd:
Stop the thief, he's so tall!
Stop the thief, he's wearing a black hat!
No one noticed the thief himself, no one can describe him completely. But detectives find a thief even based on individual signs... So we will try to find a “thief”, knowing some of his signs.
Progress of the game:
1st option: each child holds a picture in front of him and plays as the drawn object. The leader assigns 3-4 children to the search group and removes them from the room. The rest are determined by lot or counting - who will be the “thief”, and the children name his signs (for example, a teapot: with a handle, empty). Then the detectives return to the room, the leader tells them the signs of the thief and calls: “Stop the thief!” The rest of the children can sit, stand, and run. Detectives run between the children, look at their pictures and try to identify the thief. When each detective has detained someone, the presenter says “Stop!” and all movement ceases. The detainees are being examined. The leader sets the order of consideration so that the real thief, if caught, remains the last. The first detective points to his detainee and says: “This is a thief, because he... (names a sign known to him, for example, “with a pen”). The detainee, if he is not a thief, says in what other ways he differs from a thief: “No, I am not a thief, because... (for example, if a bag is “detained”: “The thief keeps tea, and I keep books”). If the detainee cannot tell the difference, he is taken away as a thief. And so on until all the detainees were examined. A real thief, if caught, can only voluntarily confess. Let him give back what was “stolen” and receive forgiveness. Investigators can be rewarded.
2nd option: the same as in the first option, but each detective is told only one of the established signs. Then it is more difficult to find the thief.
Little Red Riding Hood (from 5 years old).
Target: development of creative imagination.
Before the game, we remember the fairy tale, and more specifically the episode where Little Red Riding Hood is surprised by the wolf dressed as a grandmother. We explain to the children that now we will play a little differently than in the fairy tale. Our grandmother, having learned about the wolf's plans, turns into some object in order to avoid a sad fate.
Progress of the game:
The item that grandma will turn into is selected (the item can be selectedany). Players remember the properties of this item (for example, a glass: transparent, empty).
We begin to play, and for clarity, depict a grandmother with a glass body, arms, legs growing out of the glass and a scarf on her head at the top of the glass.
One of the players is designated as grandma. Others or another turns to him: - Grandma, grandma, why are you so transparent (one of the properties of an object is called)?
– To see how much I ate.
And so we play until all the properties are named. After this, we move on to discussing how the grandmother can protect herself from the wolf (for example, by throwing the contents of her stomach at him or splitting into sharp pieces- so that the wolf cannot eat it, and then, when the wolf leaves, it will be glued together with glass glue).
Masha-Rasteryasha (from 5 years old).
Target: We train attentiveness, learn to solve problems, and develop children’s speech.
Before playing, remind children of the functions of various objects. Why a spoon? Why a door? Why a knife?.. And also remember who the confused ones are.
Progress of the game:
One of the players is appointed Masha the Confused One. There is a dialogue between Masha and other participants in the game:
– Oh!
- What's wrong with you?
– I lost the Knife (any object or image on a children's card is called). How will I cut bread now (the function of the object is indicated here)?
The other player or players must offer alternative options slicing bread, for example: with a saw, fishing line, ruler; You can break it off by hand. Masha-Rasteryasha chooses the best answer and gives out a reward (chip) for it.
At the end of the game, we count the chips and determine the winner.
In a circle (from 5 years old).
Target: enrich children's vocabulary, develop speech, memory, attention, thinking.
Rules of the game.
The children are sitting around the table. There is a stack of upside down cards on the table. The child takes any picture from this pile, for example, “fur coat,” and comes up with some phrase, “fluffy fur coat.” The picture moves to the next player. Each player repeats the word combination of the previous player and adds his own and passes the picture to the next player. The player who named the last word combination keeps the picture and gets the right to take the next picture from the pile. The winner is the one with the most pictures.
Progress of the game:
The child takes out any picture, for example, “fur coat,” and comes up with some phrase, “fur coat,” and passes it on to the next player. The next player says “the fur coat is fluffy and warm” and passes it on to the next player, etc.
Card file "TRIZ Games" (80 cards)
"What can he do"
(conducted from the middle of the 2nd junior group)
Rules of the game: Guess the object using "Yes-no" or riddles.
Children must determine what an object can do or what can be done with its help.
Progress of the game:
Educator: What can an elephant do?
Children: An elephant can walk, breathe, grow. The elephant gets its own food, transports goods and people, and performs in the circus. He helps people on the farm: he even carries logs
Games to develop the ability to identify the functions of an object
"Tease"
(held from the middle of the middle group)
Rules of the game: The object is called the leader. Children, without naming its function out loud, tease it using suffixes: -lka, -chk, -shche, etc.
Progress of the game:
Educator: Cat.
Children: Meow, runner, biter, meow, sonechka...
Educator: Dog.
Children: Bark, growl, bite, guard.
Games to develop the ability to identify the functions of an object
"My friends"
Rules of the game: The presenter asks the children to identify themselves as something or someone. Children define who they are (take the role of an object of the material world). Then the teacher chooses any property and names it.
Children whose object has this property approach the leader.
Leading child.
Progress of the game: Children choose objects of the natural world.
Educator: I am a boar. My friends are those who live in the forest and can run fast (animals: fox, wolf).
Educator: I am a moose. My friends are what can breathe (birds, animals, etc.).
Educator: I am a bear. My friends are what make sounds (animals, birds, wind, etc.).
“What I was is what I became”
(conducted from the beginning of the middle group)
Rules of the game: The presenter names the material, and the children name the objects of the material world in which these materials are present...
Progress of the game: When clarifying the concept of relativity of size
Educator: It was small, but it became big.
Children: He was a little bear cub, but became an adult bear.
Educator: It was a tree, but it became...What can a tree become?
Children: A den house, a beaver house, a bear den.
Games to determine the development line of an object
"Earlier - Later"
Rule of the game: The leader names a situation, and the children say what happened before or what will happen after. Can be accompanied by a demonstration.
Progress of the game:
Educator: look at the bear’s den?
Children: Big, strong, good-quality.
Educator: Has she always been like this? What happened to her before?
Children: She wasn’t there, the trees were growing.
Educator: Correct, and even earlier?
Children: Little sprouts grew.
Educator: And even earlier?
Children: Seeds in the ground.
Educator: What will happen to the den later?
Children: It will fall apart, rot, and mix with the earth.
Games to identify subsystem connections
“Where does he live?”
(conducted from the 2nd junior group)
Rules of the game: The presenter names objects in the surrounding world. IN middle group these are inanimate objects from the immediate environment and objects of living nature. Children call the habitat of living objects.
Progress of the game:
Educator: Look how many pictures there are! Choose any one for yourself!
Educator: Where does the bear live?
Children: In the forest, zoo.
Educator: And also?
Children: In cartoons, in books.
Educator: Where does the dog live?
Children: In a kennel, if she is guarding the house. In the house, right in the apartment. And there are dogs living on the street - stray ones.
TRIZ program (solution theory inventive problems)
TRIZ is a science that studies the objective laws of systems development and develops a methodology for solving problems.
G.S. Altshuller - created it as a technique for finding solutions to technical problems. Long-term use of TRIZ develops in inventors the qualities of thinking that psychologists evaluate as creative: flexibility, range, consistency, originality, etc. These capabilities made it possible to develop on the basis of TRIZ educational technologies for the development of thinking.
Currently, a set of exercises based on TRIZ has been developed, which includes methods and techniques that develop creative thinking and its main component is imagination. The learning process is aimed at understanding each train of thought, and in general - at creating a culture of thinking.
1.
Games to develop the ability to identify the functions of an object
2.
Games to determine the development line of an object
3.
Games to identify supra-system connections.
4.
Games to determine the sub-system connections of an object
5.
Games for combining the super- and sub-systems of an object
6.
Games for the ability to identify the resources of an object
7.
Systems comparison games
8.
Object classification games
9.
Universal system games.
1. Games to develop the ability to identify the functions of an object
1.1. "What can he do?" (game for children from 3 years old)
Rules of the game: The presenter names the object. (The object can be shown or guessed using a Yes-No game or a riddle). Children must determine what an object can do or what can be done with its help.
Approximate move:
B: TV.
D: It can break, it can show different films, cartoons, songs, it can gather dust, turn on and off.
1.2. "Tease" (performed from 5 years old).
Rules of the game:
The object is called the leader. Children, without naming its function out loud, tease it with the help of suffixes: - lka, -chk, -shche, etc.
Progress of the game:
B: Cat.
D: Meow, runner, biter, meow, sonechka...
1.3. “My Friends” (performed from 4 years old).
Rules of the game:
The presenter asks the children to identify themselves as something or someone. Children determine who they are (play the role of an object in the material world). Then the teacher chooses any property and names it. Children whose object has this property approach (run up) to the leader.
Note: The game can be made mobile, children can run up rather than approach. Children who have taken on the image of an object can show it with facial expressions and gestures.
In older preschool age, you can take “complex” objects by function. At 5-6 years of age, the role of leader can be performed by a child.
Progress of the game:
Q: I am a carpet - an airplane. My friends are what can fly.
Children approach the teacher, taking on the image of an airplane, a bird, a mosquito, a space rocket, a leaf, or a feather.
Q: Does the plane fly by itself? Why? Does the bird fly by itself? Why? How does a feather fly? Why is it flying? The presenter clarifies and corrects, addressing all children.
2. Games to determine the development line of an object
2.1. “What I was - what I became” (from the age of 4)
Rules of the game:
1st option: The presenter names the material (clay, wood, fabric...), and the children name the objects of the material world in which these materials are present...
2nd option: The presenter names a man-made object, and the children determine what materials were used in its manufacture.
Progress of the game:
Familiarization with the surrounding world.
B: Glass. It used to be an alloy of different materials.
D: Dishes, windows, and mirrors are made of glass. There is glass in the TV screen, glass display cases in the store. And I saw a glass table. My mom has glass beads.
Q: What's good about a glass table?
D: It’s beautiful, you can see a cat lying under the table.
Q: What's wrong with such a table?
D: Such a table can break and people will be cut by the fragments...
Q: What else could be made of glass?
D: There are glasses in glasses, there are glass chandeliers with glass light bulbs, and watches also have glass.
Q: Have you heard the expression: “He has a heart of glass.” Who can you say this about?
D: This can be said about an evil, “prickly” person. Baba Yaga has an evil heart, it is made of sharp fragments.
Q: Name fairy tales that have heroes with glass hearts!
The teacher summarizes the children's answers.
B: TV.
D: It is made of different materials. The body is made of wood or plastic, the screen is glass, and there are many iron parts inside the TV.
2.2. "Sooner-later" (from 3 years of age).
Rules of the game:
The presenter names a situation, and the children say what happened before or what will happen after. Can be accompanied by a demonstration (action modeling). For clarity, you can use the time axis, where you can see the step-by-step sequence of events forward or backward.
Progress of the game:
Q: We are now on a walk. What happened before we went for a walk?
D: We got dressed for a walk.
Q: And before that?
D: Before getting dressed, we put away toys, and before that we played builders, and even before that we had breakfast...
B: We came from a walk. What's next?
D: We will undress, wash our hands, the attendants will set the tables….
Q: I sewed a dress. What did I do before? Show me!
D: You went to the store, bought fabric (the child silently demonstrates with actions), took scissors, cut the fabric….
2.3. "Locomotive" (from 3 years of age).
Rules of the game:
The presenter prepares 5-6 options for depicting one object in different time periods: a tree or a bird, or a flower, a person, and so on (objects of a living system). Cards with the image of one object are distributed to the players.
Progress of the game:
The leader is a teacher, and later a child is a train, and the rest of the children are carriages. The “time train” is being lined up.
Q: Let's go on the human time train. On the table there are disparate images of a baby, a little girl and a boy, a schoolchild, a teenager, an adult, an elderly person.
Each child chooses the picture he likes. The leader takes his, stands up, and behind him stands a child with the next meaningful picture, and so on.
3. Games to identify supra-system connections.
3.1. "Where does he live?" (from 3 years old).
Rules of the game:
The presenter names objects in the surrounding world. In early preschool age, these are inanimate objects from the immediate environment and objects of living nature. In older preschool age, these are any objects and phenomena of the real and fantasy worlds (where smiles and fire live). Children name the habitat of living objects and the location of real and fantastic objects.
Progress of the game:
Q: Look how many pictures there are! Choose any one for yourself!
At an older age, objects can be guessed in advance by the children themselves, or the presenter can name the object to everyone on his own behalf. If the teacher has a clear goal: to consolidate, for example, the section “Living and non-living systems,” then the main set of pictures should consist of objects of a living and non-living system, and so on.
Living and nonliving systems.
Q: Where does the bear live?
D: In the forest, in the zoo.
Q: And also?
D: In cartoons, in candy wrappers.
4. Games to determine the sub-system connections of an object
4.1. “What can you say about an object if it contains...” (from 5 years of age).
Rules of the game:
The presenter names the parts of an object or item, and the child must name what kind of object it is and give it a description.
Progress of the game:
Q: What about an object that has suction cups?
D: It is either an animal or a bird that lives in trees or rocks.
Q: What about a system that has many books?
D: This could be a library or a bookcase, a bookstore, or even a student’s briefcase.
5. Games for combining over- and subsystems object
5.1. "Magic traffic light" (from 4 years of age).
Target:
Teach children to identify the system, subsystem and supersystem of an object.
Rules of the game:
In the “Magic Traffic Light”, red means the object’s subsystem, yellow means the system, and green means the supersystem. Thus it is considered
any object. The item in question can hang (lie) in front of the rebeck, or it can be removed after the display.
Progress of the game:
The teacher hangs up a picture of a car (in older preschool age, a diagram of the car).
Q: If I raise the red circle, you can tell me what the machine consists of. If I hold up a green circle, you can tell me what the car is a part of. And if I pick up a yellow circle, then you tell me: what is it for; draw this object in the air, depict this object (in the senior and preparatory groups - using the empathy method).
5.2. "Good-bad" (game from early preschool age).
Target:
Teach children to identify positive and negative aspects in objects and objects of the surrounding world.
Rules of the game:
A leader is any object or, in older preschool age, a system or phenomenon in which positive and negative properties are determined.
Progress of the game.
Option 1:
D: Because she is sweet.
Q: Eating candy is bad. Why?
D: Your teeth may hurt.
That is, questions are asked according to the principle: “something is good - why?”, “something is bad - why?”.
Option 2:
Q: Eating candy is good. Why?
D: Because she is sweet.
Q: Sweet candy is bad. Why?
D: Your teeth may hurt.
Q: If your teeth hurt, that’s good. Why?
D: You will see a doctor in time. What if your teeth hurt and you didn’t notice?
That is, the questions follow a chain.
6. Games for the ability to identify the resources of an object
6.1. "Robinson Crusoe" (senior preschool age).
Target:
Teach children to allocate subject resources; using the resources received, create fantastic situations.
Rules of the game:
The teacher tells a story about a ship, castaway and that the saved people, out of many objects, had only one object left, but there was a lot of it. After this, the game begins, during which the children need to come up with a way out of the current problematic situation (build a home, protect themselves from enemies, find and get food, and so on). Leading method - brainstorming. All proposals without exception are accepted, but the teacher singles out the “strongest” children’s decisions. At the end of the lesson, children can be asked to realize and embody their version in drawing, modeling, come up with a fairy tale or story and tell it to their parents. It is important to have some kind of productive activity.
6.2 "Auction" (from senior preschool age).
Target:
Teach children to allocate additional resources to the subject.
Rules of the game:
A variety of items are up for auction. Children take turns naming all the resources they can use. The winner is the one who is the last to suggest a possible use for it.
7. Systems comparison games
7.1 "One, two, three... run to me!" (from 3 years of age).
Rules of the game:
The presenter distributes pictures depicting various objects to everyone playing. Depending on age, the content of the pictures changes: in younger groups these are objects of the immediate environment, animals, and in older groups these are objects of more complex content, as well as natural phenomena and inanimate objects. Children can simply wish for an object without using a picture. The children stand at the other end of the hall and, according to a certain instruction of the teacher, run up to him. In older preschool age, the leader can be a child. The teacher or leading child then analyzes whether the player made a mistake, highlighting any properties of the system.
Progress of the game:
“One, two, three, everyone who has wings, run to me!” (Children run up with images of an airplane, a bird in the picture...) The rest of the children stand still.
Next, any components of the subsystem can be selected (eyes, angle, wheels, smell, sound...). The presenter asks the players where their objects have these parts.
Note: You can use tasks for the supersystem.
7.2 “What does it look like” (from 3 years of age).
Target:
Development of associative thinking, teaching children to compare various systems.
Rules of the game:
The leader is the teacher, and at an older age the child names the object, and the children name objects similar to it.
Note: Objects can be similar based on the following characteristics: by purpose (function), by subsystem, by supersystem, by past and future, by sound, by smell, by color, by size, by shape, by material. Even very different objects can be similar. You can use subject pictures, especially at the stage of familiarization with the game. The presenter asks to explain why the player decided that the named objects are similar.
"TRIZ" stands for “the theory of solving inventive problems.” The founder is the Soviet engineer, writer and scientist Genrikh Altshuller, who created the program in 1956 with the goal of creating another exact science.
The scientist proves with his system that anyone can learn to invent and it is not necessary to have innate talent.
Now there are several schools developing classic TRIZ and adding new sections. Also, some Triz techniques are being introduced into the classical preschool education with the goal of teaching children analytical thinking.
Here are some play activities for children in preschool institutions, which can easily be carried out at home. These games were included in the “Pedagogy + TRIZ” collections. The author of the collection is Ingrida Nikolaevna Murashkovska.
How to play:
- Each player is dealt cards with images of various objects. One card for each participant. If you are playing together, you can simply put the deck of children’s cards face down and take turns pulling out the pictures. One of the players is appointed as the owner of a conditional little house (a rug or a children's house), and the others (or another) approach the little house and ask to come to his house (using the example of a fairy tale):
Knock, knock, who lives in the little house?
- Me, Guitar. Who are you?
- And I am a fishing rod. Let me into the mansion?
- If you tell me how you are like me, then I’ll let you in.
The guest must compare both drawings, identify common features and name them. For example, both guitars and fishing rods are made of wood. Or both the guitar and the fishing rod have a string - a rope. After this, the guest enters the house or simply places a card in the house, and the next participant in the game enters the game, or the same participant takes another card from the deck. And so on until all the cards are in the tower, and it’s true, all the images are somewhat similar to a guitar.
You can play a little differently, changing the owner of the tower all the time. First, the guitar is the owner, then the guest, the fishing rod becomes the owner, and so on.
How to play: One of the players is appointed Masha the Confused One. There is a dialogue between Masha and other participants in the game:
- Oh!
- What's wrong with you?
- I lost the Knife (any object or image on a children's card is called). How will I cut bread now (the function of the object is indicated here)?
Another player or players must offer alternative options for cutting bread, for example: with a saw, fishing line, ruler; You can break it off by hand. Masha-Rasteryasha chooses the best answer and gives a reward (coin) for it.
At the end of the game, we count the coins and determine the winner.
How to play: An object is selected into which the grandmother will turn (the object can be selected from children's cards. Players remember the properties of this object (for example, a glass: transparent, empty).
We begin to play, and for clarity, depict a grandmother with a glass body, arms, legs growing out of the glass and a scarf on her head at the top of the glass.
One of the players is designated as grandma. Others or another turns to him: - Grandma, grandma, why are you so transparent (one of the properties of an object is called)?
- To see how much I ate.
And we play like this until all the grandmother’s oddities are explained.
After this, we move on to discussing how the grandmother can protect herself from the wolf (for example, by throwing the contents of her stomach on him or by breaking into sharp pieces so that the wolf cannot eat her, and then, when the wolf leaves, she will be glued together with glass glue).
Games to develop the ability to identify the functions of an object
“What can he do?”
(conducted from the middle of the 2nd junior group)
Rules of the game: Guess the object using “Yes or No” or a riddle.
Children must determine what an object can do or what can be done with its help.
Progress of the game:
Educator: What can an elephant do?
Children: An elephant can walk, breathe, and grow. The elephant gets its own food, transports goods and people, and performs in the circus. He helps people on the farm: he even carries logs.
"Tease"
Rules of the game: The object is called the leader. Children, without naming its function out loud, tease it using suffixes: -lka, -chk, -shche, etc.
Progress of the game:
Educator: Cat.
Children: Meow, runner, biter, meow, sonechka...
Educator: Dog.
Children: Bark, growl, bite, guard.
"My friends"
Rules of the game: The presenter asks the children to identify themselves as something or someone. Children determine who they are (take the role of an object in the material world). Then the teacher chooses any property and names it.
Children whose object has this property approach the leader.
Leading child.
Progress of the game: Children choose objects from the natural world.
Educator: I am a boar. My friends are those who live in the forest and can run fast (animals: fox, wolf).
Educator: I am a moose. My friends are what can breathe (birds, animals, etc.).
Educator: I am a bear. My friends are what can make sounds (animals, birds, wind, etc.).
Games to determine the development line of an object
“What I was is what I became”
(conducted from the beginning of the middle group)
Rules of the game: The presenter names the material, and the children name the objects of the material world in which these materials are present...
Progress of the game: When clarifying the concept of relativity of size
Educator: It was small and became big.
Children: He was a little bear cub and became an adult bear.
Educator: It was a tree, but it became...What can a tree become?
Children: A den house, a beaver house, a bear den.
"Earlier - Later"
Rule of the game: The presenter names a situation, and the children say what happened before or what will happen after. Can be accompanied by a demonstration.
Progress of the game:
Educator: look at the bear's den?
Children: Big, strong, good quality.
Educator: Has she always been like this? What happened to her before?
Children: She was gone, the trees were growing.
Educator: That's right, and even earlier?
Children: Little sprouts grew.
Educator: And even earlier?
Children: Seeds in the ground.
Educator: What will happen to the den later?
Children: It will fall apart, rot, and mix with the earth.
Games to identify subsystem connections
“Where does he live?”
(conducted from the 2nd junior group)
Rules of the game: The presenter names objects in the surrounding world. In the middle group, these are inanimate objects from the immediate environment and objects of living nature; children call the habitat of living objects.
Progress of the game:
Educator: Look how many pictures there are! Choose any one for yourself!
Educator: Where does the bear live?
Children: In the forest, zoo.
Educator: And also?
Children: In cartoons, in books.
Educator: Where does the dog live?
Children: In a kennel, if she is guarding the house. In the house, right in the apartment. And there are dogs living on the street - stray ones.
“What can you say about an object if it contains...”
(held from the middle of the middle group)
Rules of the game: The presenter names the parts of an object or item, and the child must name what kind of object it is and give it a description.
Progress of the game:
Educator: What can you say about an object that has legs with suction cups?
Children: This is an animal or bird that lives in trees or rocks.
Educator: What can you say about an object if it contains “Meow”?
Children: Cat, kitten.
Games for combining the supersystem and subsystem of an object.
"Good - bad"
(conducted from the 2nd junior group)
Rules of the game: A leader is any object or phenomenon whose positive and negative properties are determined.
Questions are asked according to the principle: “something is good - why?”, “something is bad - why?” - go along the chain.
Progress of the game:
Educator: Fox is good. Why?
Children: Because she is beautiful, fluffy, soft, red-haired.
Educator: Fox is bad. Why?
Children: Because he steals chickens and geese, eats mice and bunnies.
"Magic traffic light"
(conducted from the beginning of the middle group)
Rules of the game: In the “Magic Traffic Light”, red means the object’s subsystem, yellow means the system, and green means the supersystem. Thus, any object is considered. The item in question can hang (lie) in front of the child, or it can be removed after the display.
Progress of the game: The teacher shows a picture of an animal.
Educator: If I hold up a red circle, you will tell me the parts of the animal.
If I hold up the green circle, you can tell me what the animal is part of. And if I raise a yellow circle, then you tell me what it is for or what benefits it brings.
This game can be used when looking at a picture on any topic, including the topic “Animals”.
Educator: If I raise a red circle, you will name the objects that you see in the picture. If I show you a yellow circle, you can tell me what this picture can be called. And if I raise the green circle, determine what the plot of the picture is part of (the natural world, domestic, wild animals).
Educator: Hare (raises the green circle).
Children: The hare belongs to the natural world, to a living system, to wild animals. He lives in the forest.
Educator: Raises a red circle.
Children: A hare has a head, ears, body, tail, paws, nose, and fur.
Educator: Why does a hare change its coat in winter?
Children: To hide from enemies: foxes, wolves.
Educator: raises a yellow circle.
Children: A bunny is a kind, harmless animal; it does not offend anyone. It is needed so that animals can live in the forest and it will be beautiful.
Systems comparison games
"What does it look like"
(conducted from the 2nd junior group)
Rules of the game: The leader names the object, and the children name objects similar to it.
Note: Objects can be similar based on the following characteristics: by purpose
(by function), by subsystem, by supersystem, by past and future, by sound, by smell, by color, by size, by shape, by material. Even very different objects can be similar. You can use subject pictures, especially at the stage of familiarization with the game.
The presenter asks to explain why the player decided that the named objects are similar.
Educator: What does a hedgehog's thorn look like?
Children: On needles, on pins, on nails. On pen rods, etc.
"Let's switch"
(held from the middle of the middle group)
Rules of the game: The game is played by a subgroup. Each child makes a guess about his own object (can be on one topic) and says what he can do. Then there is an exchange of functions between the children who have guessed the object.
Progress of the game:
P1: I am an elephant. I can douse myself with water from my trunk.
P2: I am a hedgehog. I can curl up into a ball.
P3: I am a hare. I can jump fast.
Then comes the exchange of functions. The hedgehog can now douse himself with water from his trunk. How is this? And the elephant explains how he learned to jump quickly, and the hare to curl up into a ball.
"Find Friends"
(held from the middle of the middle group)
Rules of the game: The presenter names the object, highlights its function, and the children say who or what performs the same function.
Note: This game can be played in a subgroup, or in a group with frontal forms of work (in class). It is recommended to use the game after children become familiar with the concept of “function”.
Progress of the game:
Leading: A horse carries a load, and what other animal performs this function?
Children: An elephant carries cargo. Maybe a dog - in the North, a deer, a camel.
Leading: A hare can jump, but what other animal can jump?
Children: Can jump a kangaroo, a squirrel, a horse.
"Teremok"
(conducted from the middle group)
Rules of the game: Children are given various object pictures. One child plays the role of leader. Sits in the "teremka". Everyone who comes to “Teremok” will be able to get there only if they say how their object is similar to or different from the presenter’s object. The key words are: “Knock-knock.” Who lives in the little house?
Note: During the game, the leader can change the settings: “I’ll let you into the tower if you tell me how you’re like me.” Or: “I’ll let you into the little house if you tell me how you differ from me.” Similarities and differences can be in function (the purpose of the item), in its components, in location or type.
Progress of the game: Similarities between objects of the living world.
Children: Knock-knock. Who lives in the little house?
Leading: It's me, fox. Who are you?
Children: And I am a wolf, let me come to you!
Leading: I’ll let you in if you tell me how you’re a fox, and how you’re like me, a wolf.
Children: Both you and I are wild animals. We have the same structure: we have 4 paws. Body, head, 2 ears, fur, we belong to the natural world, living nature. We are alive, therefore we breathe, etc.
Differences in objects of the living world
Children: Knock-knock. I'm a hare. Who lives in the little house? Let me in!
Leading: It's me, the squirrel. I’ll let you in if you tell me how you and I differ.
Children: Hare a little more squirrels. We have different colors (the squirrel is red, and the hare is white in winter,
and in summer - gray), we have different food(the squirrel eats nuts and dry mushrooms, and the bunny eats grass, tree bark, and carrots); The squirrel lives in a hollow tree, and the hare runs on the ground.
"Fantasy"
Target: develop the ability to find the resources of objects, replace them with other objects.
Progress: Guys. Imagine if all the buttons on earth disappeared. What can replace them? (Velcro, buttons, hooks, locks).
All textbooks
All matches
Pens
Erasers.
"Magic Pictures"
Target: develop imagination and thinking by finding images in the lines drawn by the children themselves (draw with eyes closed).
Progress: Guys, close your eyes now. Pleasant music will sound. To this music, you will draw any lines on a sheet of paper with a felt-tip pen. When the music ends, look at your drawing and find in it familiar objects, images of animals, people, etc.
Paint over and draw the necessary parts with it.
Object classification game
“Everything in the world is mixed up”
(conducted from the 2nd junior group).
Note: The game uses a “world model”, which at the first stage of familiarization consists of two parts: the man-made and natural world. With gradual assimilation, the number of parts of the world increases. In older preschool age, the leader can be a child. The game can be played as a subgroup or as a group. The presenter asks to explain why the subject was assigned to this particular part of the world, and then the teacher generalizes.
In the 2nd junior group, the teacher himself shows, places or distributes object pictures to the children. Together with the teacher, children determine the location of an object on a model of the world and explain why this object belongs to the natural or man-made world.
Rules for playing with the middle group:
The leader of the game - the teacher (at the end of the year - the child) shows a picture with an object. The players determine which world it belongs to. If the object belongs to the man-made world, then it is necessary to determine which functional group it belongs to (clothing, furniture, dishes, shoes, transport, toys, etc.)
Note: The expansion of this part of the world model occurs gradually with the expansion of children’s ideas about the world around them. At this age, new sections appear in the sector of the man-made world and in the sector of the natural world (air, water, earth).
Progress of the game:
Educator: There is a dog in the picture. Which world does it belong to?
Children: Towards the natural.
Educator: Where does the dog live? Where does he live?
Children: A dog lives in a person’s house, maybe outside the house, in a kennel; on the ground.
Educator: This means that the picture can be placed in the “ground” sector.
Educator: The picture shows a beaver. What world does he belong to?
Children: Towards the natural.
Educator: Where does the beaver live? Where does he live?
Children: The beaver lives both on land and in water.
Educator: This means that the picture can be placed in both the “water” and “earth” sectors.
But where do beavers live most? Remember the tales about the beaver.
Children: Most of all in the water. Let's put a picture there.
Universal system games
“Wonderful screen” (“nine-screen”)
At the core systematic approach To an object of the natural world there are the following mental steps:
An object is selected and its various properties and characteristics are listed.
The subsystem of the natural object is determined.
The supersystem of the object is determined: by habitat; by class or group to which it belongs.
The process of development of the object in the past is considered.
The development of the facility in the future is being considered.
The “wonderful screen” acts as a means of systems thinking.
Form of organization of games:
Cards depicting an object, the line of its development, its constituent parts and place of operation.
The game action is creating a “wonderful screen” (nine screens).
Verbal reconstruction of the “nine-screen” poem:
If we look at something...
This is something for something...
This is something from something...
This is something part of something...
This something was something...
Something will happen to this...
Take something now and look at the screens!
The game action is:
A specific object is denoted by a word, a function is indicated, etc.Estimated result based on the results of universal games:By the end of preschool age, a child can think systematically about any object: highlight its function (properties), consider its place and relationships with other objects, as well as the possibility of transformation in time.
Game "Yes-no ka" on an unknown word.
(in senior and preparatory groups)
Target: teach how to work with a lack of data, classify objects, perform mental actions.
Progress: Children are offered an unfamiliar-sounding word from the dictionary.
Children ask questions according to the pattern (similar to “yes-no” to a hidden word).
Words: torbasa (shoes), wigwam, ostrets (weed), studio, bandar, tsevnitsa...
Game "Numerical yes-no"
(from 2nd junior group)
Target: teach mental action, work with a lack of data.
Progress:
- On the board we draw a horizontal axis with numbers.
- The presenter says: I have thought of a number up to 10 (20), and you must guess it.
- Children ask questions, and the teacher answers “yes” or “no.”
But children must first be taught to ask questions.
Children should always divide the number line in half, i.e. find a number and ask: - Is this number greater than 5? Less than 5?
Then children divide the next half in half and ask:
Is it more than 3? Less than 3?
Divide the part again:
Is this an extreme figure? The first one? In the middle?
Game Spatial "yes - no ka"
(with toys, geometric shapes)
Target: training in mental action.
Progress:
- Linear: with toys, geometric shapes.
5 (10,20) toys are placed on the table.
Leading: I wished for a toy, and you have to say - it’s to the left (right) of the car (the car is in the middle).
- Planar: object pictures are located on a sheet (table, board).
Children mentally divide a sheet of paper vertically in half.
Leading: I have a picture in mind. Ask questions.
Children: Is it to the right (left) of the middle?
Then the children divide the sheet horizontally:
Is it to the left (right) of the TV?
Is it in the top half? (bottom half?)
In the middle group it is used large number pictures, toys, numbers, letters.
Game "One - Many"
Target: learn to find many things in one object components. Reinforce the concept of “one - many”
Progress: - Guys, how many combs do I have? (one).
What is there in a comb? (cloves)
Similar: - box table
Book tree
Carpet house
Tangle flower
Carrot house
Game “Yes - no ka” on the hidden word.
Target: classification of objects, teach to find the intended object, cutting off unnecessary signs.
Progress: The presenter makes a wish for an object. Children ask questions. The presenter must teach children to ask questions according to a certain pattern (pattern in the child’s brain)
Note:
- The presenter should not accept responses to list objects.
- A “stop” is necessary to summarize the children’s answers.
- Objects of the real world are riddled
Exercise “What is it a part of?”
Progress: You can start with any subject. For example, from a chair. – What is a chair part of? - Part of the furniture. – What is furniture part of? - Part of the apartment. What is the apartment part of? - Part of the house. We can continue further.
Game “Name the part of the object”
(from 2nd junior group)
Target: learn to “disassemble” any object into its component parts.
Progress: The presenter throws a ball to one of the children and says the word (object):
HOUSE.
The child, having caught the ball, must quickly name some part of this object:
ROOF (porch, door, window, attic, basement...)
Game "Locomotive"
(from 2nd junior group)
Target:
Progress: The presenter selects 5-6 options for depicting one object in different time periods. It could betree, bird, butterfly,those. any living system. Cards are distributed to playing children. Presenter – train, children - carriages.
For example, Person:
1 card – baby
Card 2 – preschooler
3 – teenage girl
4 – girl
5 – woman
6 – old lady. ("Time Train")
Game "What is this?"
(from 2nd junior group)
Target: develop associative thinking.
Progress: On a board or sheet of paper, an adult draws any geometric figure or schematic illustration. Asks the children a question:
What is it? Or - What does it look like?
Children name the object that this image looks like.
The teacher says: - No! This is not...
Then the teacher draws on some other parts and again asks: “What is this?”
Gives a negative answer to the children and again completes the parts, etc.
Game “Who (what) could this be?”
(from 4 years old)
Target: teach to name objects and justify two opposite meanings of an object.
Progress: The presenter suggests naming objects that contain anatomical pairs.
For example: - What can be both hot and cold (at the same time).
(iron, kettle, stove, man, samovar...)
Both light and heavy;
Both long and short;
Both flexible and hard;
Both smooth and rough;
Both soft and hard;
Both sharp and dull.
Game "Garland"
(from 2nd junior group)
Target: Learn to build a chain of words, connecting them in meaning using questions.
Progress: The presenter offers a starting word.
For example, FROG. And asks the children questions about the properties and actions of this object.
What frog?
The child answers: - Green.
This word raises the question again. For example:
Green, who (what)?
The child answers: - Grass.
What does grass do? (growing)
What (who) is growing? (child)
What child? (funny)
Who is cheerful? (clown)
What is the clown doing? (laughs)
Etc.
The game “What would happen if I removed a part?”
(from middle group)
Target: Learn to “disassemble” any object into its component parts
Progress: The presenter names the object, the children say its constituent parts.
The presenter removes any part and asks to explain what will happen to the object.
For example, - Remove the handlebars (back) from the bicycle. What's good (bad)?
Game "Who will be who?"
(from middle group)
Target: learn to name the past and future of an object.
Progress: The child answers the adult’s question:
Who (what) will be... an egg, a chicken, a brick, a boy, an acorn, a seed, an egg, a caterpillar, flour, iron, brick, cloth, a student, a sick person, a weak person, etc.”
When discussing answers, it is important to emphasize the possibility of multiple options. For example:
An egg can produce a chick, a crocodile, a turtle, a snake, or a scrambled egg.
In one game you can understand 6-7 words.
Game "Who were you before?"
(from middle group)
Target: teach to name the past of an object.
Progress: Chicken (egg), horse (foal), cow (calf), oak (acorn), fish (egg), apple tree (seed), frog (tadpole), butterfly (caterpillar, bread (flour), cabinet (board), bicycle (with iron), shirt (with cloth), shoes (with leather), house (with bricks) strong (weak).
Game
(from middle group)
Target: teach to identify different places habitat of an object and look for objects that perform the same functions.
Progress: The teacher names the object, highlighting the function, and the children say who (what) performs the same function
For example: Presenter: The car is carrying cargo.
Children: The cargo is carried by a steamship, an elephant...
Game "Earlier - Later"
(from middle group)
Target: learn to determine the time dependence of an object and its function.
Progress: The presenter names a situation, and the children say what happened before or what will happen after.
For example: Presenter: Mom washed the dishes. What happened before that? What will happen later?
Children's answers may vary. The presenter chooses any answer from the child (the mother was feeding her daughter).
And questions to children about the past may concern the girl. Then ask one of the children to tell the sequence of events.
Game “What can you say about an object if there is...?”
(from middle group)
Target: learn to “disassemble” any object into its component parts and characterize the object one part at a time.
Progress: The presenter names a component, and the child must characterize the object.
For example: - What can be said about an object if it has eyes that see at night? (a bird, animal or insect that sleeps during the day and gets food for itself during the day).
What can you say about an object that contains affectionate words?
(this could be a kind person, a book with poems, a postcard).
What can you say about an object that contains rubbish?
(this is an uncleaned house, a street, a special garbage can).
Game "Fantasy Binomial"
(from middle group)
Target: learn to combine words. Make connections, make proposals.
Progress: Two objects are selected that are distant from each other by semantic meaning. Using prepositions, cases and conjunctions, you need to establish the relationship between these two objects.
Prepositions (in, over, through, about, at...).
For example: -
Pillow and crocodile.
Cushion under the crocodile;
Crocodile jumping
Through the pillow;
Crocodile in the pillow;
A pillow jumping over a crocodile;
Question: How did this happen? (Children come up with a situation, a story).
Game "Pendulum" (Good-bad)
(from middle group)
Target: teach children to identify contradictions in objects.
Progress: The presenter names an object or phenomenon and raises his arm, bent vertically at the elbow.
If the presenter tilted his hand to the right and said (+), then the children call positive properties object or phenomenon. If to the left - then negative properties.
For example:
Injection |
|
Heals You recover quickly | Hurt The medicine is expensive scary |
Rain |
|
Plants grow Drink water Wash with water Dust splashes Beautiful cools | You'll get wet Puddles appear You can't go for a walk The laundry is wet |
Game “How many things a man has done”
(from middle group)
Target: learn to classify man-made objects by function.
Progress: Offer children man-made objects.
For example: table, cake, doll, airplane, plate, shelf, cup, bridge, pyramid, vacuum cleaner, radio, scarf, socks, spoon, theater.
Ask the children what each item is made for.
Children name the sectors:
toys
cloth
dishes
buildings (structures)
transport
furniture
household appliances
Game "Get to know me"
Target: learn to describe an object without naming it.
Progress: First, the adult names the properties of an object, and the children guess.
Then you can ask the child to describe some object, and all the children guess.
For example: - I am round, big, green on top and red inside, I can be sweet and juicy. (Watermelon)
I am cold blue and green, there are many of me, but there are few of me. Different people live inside me. People love me. (River).
Game "Little Men"
(from middle group)
Target: teach to distinguish between solid, liquid and gaseous substances in the natural world, to find the habitat of natural objects.
Progress: The presenter suggests remembering who the little people are, how they are portrayed and where they live.
Little people solid –
Humans of the liquid body -
Humans of the gaseous body -
The presenter offers to divide natural environment two horizontal lines and in the upper sector “settle” everything that carries gas men, in the center - a liquid body, below - a solid body. The presenter names a natural object, and the children determine its place.
For example: Swamp frog –living nature, living both in water and on land.
Tree frog –on a tree, although it breathes air.
Seagull – living nature, living in the air and on the water.
Game "Little Red Riding Hood"
(from middle group)
Target: develop creative imagination.
Progress: Paper and markers are required. Remind the children of the episode from the fairy tale when the wolf dresses up as a grandmother, and Little Red Riding Hood is surprised.
The presenter offers the children an object that the grandmother will turn into (a watch, a glass, a shower, a window, a boot, a guitar, a candle) and asks them to name the properties of this object (For example: a glass - transparent, empty).
Then the presenter draws the grandmother, her body parts with the object of transformation and using the named properties.
For example: grandmother - a glass, instead of a body there is a glass, above it a head in a headscarf, below and on the sides there are limbs.
One of the children - Little Red Riding Hood - comes up to the poster and asks:
Grandma, why are you so (one of the properties is called) transparent?
The rest of the children answer on behalf of their grandmother:
To see how much I ate.
How do you protect yourself from a wolf? (I’ll throw the contents of my stomach on him or hide my head, arms and legs in a glass, like in a shell.)
Game "Inventor"
(from senior group)
Target: learn to use the separation-connection technique; invent new items
from 2 different ones; draw this object.
Progress: 10 subject pictures.
- consider each item and its function.
- “Let's play inventors. We will invent new objects."
- The presenter shows 2 pictures and offers to draw a new object.
- For example: fork - knife; stool - bookshelf; hammer - pliers;.
Then discuss the function of the new item
Train game
(from middle group)
Target: develop logical thinking, learn to establish relationships between objects.
Progress: 10 pictures of the same size with different objects. Each picture is a trailer.
Leading: We will play train. I'm posting the first picture. Then you put yours down and we’ll put them down one by one. You will get carriages next to the train. But on a real train, the carriages are fastened to each other so as not to become detached while moving. Our trailers - pictures will also be fastened together.
1 child takes a picture and names the object in this picture (spoon).
2, the child takes a picture related in meaning to the first picture and says why. (I take a plate, because a spoon and a plate are utensils).
The next child takes the vase because the vase and plate are made of glass.
The next child takes the sprinkler because... there is water in the vase and watering machine; etc.
The game can be played multiple times by changing pictures.
Game "Herringbone"
(from senior group)
Target: activate vocabulary from several associative fields. Learn to combine words, make connections, write stories.
Progress: The game begins with the starting word (having to exist in I.p. singular).
On the board, the teacher writes this word or words down, or sketches objects that children associate when this object is named to them.
What words come to mind? Who (what) are these words friends with?
Then after 20-30 seconds. 2 switching is made.” Any word is selected from this column and the words are called again and written or sketched in the second column, this is done up to 5 times (i.e. up to 5 columns)
Then invite the children to compose a story using the words from “The Christmas Tree.”
For example: starting word: Needle.
Write a story, give the story a title.
The game “How was it done before?”
(from the preparatory group)
Target:Learn to determine the time dependence of an object and its function.
Progress:The presenter calls modern facility, made by man. Asks the children why this was invented and how this function was performed before.
(so that it is light for a person when he writes)
- How was the table illuminated when man had not yet invented the lamp? (candles, splinter)
- Why did man come up with this idea? truck? (to transport goods).
- how was this done before? (on a cart, camel)
Game “Why did this happen?”
Option 1 (from the older group)
Target:learn to establish causal connections between events.
Progress:The presenter names 2 events that at first glance are unrelated and asks the question: “Explain why this happened?”
2. The dump truck with the cargo did not arrive at its destination on time.
Answer: A squirrel, sitting on a tree, missed a pine cone. The cone, falling, scared the hare. The hare jumped out onto the road. The driver of the dump truck saw the hare, stopped the car and ran after it. The driver got lost in the forest and the dump truck with the cargo did not arrive at its destination on time.
Options:
1. The dog chased the chicken.
2. The schoolchildren were not able to go on the excursion.
1.The milk has boiled away.
2. The plane made an emergency landing.
1.Dad opened the book.
2. The room was filled with smoke.
1. The kitten approached the saucer.
2. The boy didn’t learn his lesson.
1.The janitor took a broom.
2.Mom threaded the needle.
Game "Connect Us"
(from the preparatory group)
Target:learn to establish situational connections between objects.
Progress:The presenter offers the children 2 words that are not connected by semantic meaning. Children must come up with as many questions as possible by connecting two objects.
- How many camels can you wrap in one newspaper?
- What is written in the newspaper about camels?
- Why do you stoop like a camel when reading a newspaper?
Options
Banka - river
Scissors - road
Ruler - book
Fire sink
Pencil - lock
Hat - bridge
Game "Chains of Association"
Target:activates vocabulary from several associative fields.
Progress:The presenter offers the children an association of 2 or 3 adjectives, and the children come up with an object to which these properties could fit.
Long, gray, viscous (chewing gum...);
Black, long, cold (metal pipe, corridor, night, look, ground, queue, entrance, cat from the street);
Round and sweet (cookies, candy, apple, marshmallow...);
Green and bouncy...
Cold, white
Game "Confusion"
Target:teach children to select words in a sentence according to their meaning, remove the extra word and select another in its place.
Progress:
- Guys, one day Delhi-Day mixed up all the words in his sentences. First, he parsed the sentences into words, and when he decided to make sentences from words, he came up with something unusual. Help me find an extra word in a sentence, remove it, and put another in its place.
The prickly one fliescrocodile. (snow)
Hanging greendog.(plum)
Airplanecrawls along the rails. (train)
boy eatingjump rope (candy)
The air is flyingsofa. (ball)
Shaggy growlselephant. (dog)
I look into the transparenttree. (glass)
The door is openedwith a fork.(key)
Grandma knitted soft onespillows. (mittens)
Mom cooked delicioustable. (soup)
Game "Who? With whom? Where? When?"
(from the preparatory group)
Target:teach by conditional diagram, make up funny stories.
Progress:Children are invited to join groups of 4 people. Each person has a small piece of paper and a pen.
For each question from the diagram, children write one word on a piece of paper - the answer. Wrap up top edge sheet “on your own” so that what is written is not visible, and pass the sheet to another child.
The presenter calls next question. Again, the children answer, fold the edge of the sheet and pass it to another.
Questions:
-Who?
-With whom?
-Where?
-When?
-What did you do?
-Who came?
-What did you say?
At the end of the game, the teacher collects all the sheets, unfolds and reads out the stories received.
For example: The crocodile and Baba Yaga danced on the roof at night. A policeman came and said: “Hello!”
The game “What can he do?”
(from 2nd junior group)
Target:learn to identify the function of an object.
Progress:The presenter names the object, the children determine what it can do or what they do with it.
Presenter: -Chamomile.
Children:- grows, smells, withers, dies, wants to drink.
Leading:- Curtain.
Children: -darkens, gets dirty, can be washed off.
Game "Teremok" (how are they similar)
Target:teach children to compare different objects.
Progress:The game is played as a dramatization of the fairy tale “Teremok”. Each child has an object picture. A child knocks on the Teremok:
- Knock, knock, I’m a teapot. Will you let me live in your little mansion?
From the tower they answer:
- We'll let you in if you tell me how you - the teapot - look like me - a doll?
Children name 2-3 similarities in color, shape, function, identical parts, size, what material it is made of, etc. The next object (ball) names how it is similar to a teapot, etc.
Game "Question and answer"
(from middle group)
Target:development of ingenuity, imagination, ability to reason and prove.
Progress:children stand in a line at the edge of the carpet. An adult throws a ball to each child in turn and asks a question, the child returns the ball, gives an answer and takes a step forward. If there is no answer, the child remains in place. The first one to reach the opposite edge of the carpet wins.
- Why is snow white?
- Why do frogs croak?
- How many heads does Zmey-Gorynych have?
- Whose son is the chicken?
- How many tails do two donkeys have?
Answers can be precise or creative with imagination
Game " Natural world can be different"
(with middle group)
Target:learn to distinguish between living and inanimate objects.
Progress:The presenter offers to compare several pictures depicting natural objects.
For example: Lizard, stone, butterfly, bird, tree, mountain. Name natural objects, living and nonliving. Living ones - lizard, butterfly, bird, tree.
Non-living – stone, mountain.
Is the river alive or dead? Water is lifeless, fish in water are alive, shores are lifeless, worms in them are alive, crayfish in water are alive, stones in water are lifeless.
Game "Animals, plants, birds"
(with middle group)
Target:develop attention.
Progress:1) the presenter pronounces the words, the children should listen carefully and clap their hands whenever the names of animals appear among the words: “Attention! Let's start! Watermelon, table, cat, ball, sparrow, TV, elephant, crane, crow, doll, rose.”
2) Children must stand up if an adult names a plant: “Attention! Let's start! Jug, crocodile, oak, tomato, rocket, carnation, magpie, captain, monkey, mushroom, shop, chamomile.”
3) Children must stomp if an adult calls the bird: “Attention! Let's start! Roof, maple. Tit, sun, table, seagull, owl, teapot, scoop, bullfinch.”
Game "The World Around Us"
(with middle group)
Target:learn to classify all objects of the material world into natural and man-made.
Progress:The presenter suggests defining the world in which we live by color (multicolor), size (huge), by components (lots of things), by shape (round). The teacher draws a circle “model of the world” on the board, dividing it into two parts: natural and man-made. The presenter shows pictures of objects, and the children determine in which part of the circle they should be placed.
Chamomile– to the natural part, because the flower grows itself, drinks water, breathes.
Iron -to the man-made part, because it is made by a person.
Stone -to the natural part. Because and earth, air, and water are part of the natural system
Game “How are we alike”
Target:teach comparisons of various systems.
Progress:The players make a guess for each of their objects, and then establish similarities among themselves.
1.bee
2.milk bottle
3. scissors
4.dog
A bee and scissors hurt a person, make a sound, and their wings glisten in the sun like the blades of scissors.
A bottle of milk and a dog are white, the dog drinks milk...
Children find similarities:
- by smell;
- color;
- taste;
- sensation to the touch;
- by similar parts;
- size;
- functions;
- habitat (place of application);
- by the presence of past and future;
natural or man-made.
Game "Fourth wheel"
Target:teach to see every object as superfluous, depending on what criteria are being compared.
Progress:On the board there is a picture of four objects. Explain to the children that each item in turn will be “extra” so that no one is offended.
For example:- Here's a tomato. It will be out of place among a banana, an apple, an orange. WHY? (tomato is a vegetable, and all other fruits).
And now the extra one is a banana. WHY? (the banana is oblong, and the rest are round). The extra one is an orange. WHY? (it can be divided into slices without a knife). The extra one is an apple. WHY? (the apple crunches when you bite into it).
Note:comparison by color, weight, size, taste, where it grows, number of letters, etc.
Game “Complete the picture”
Target:teach associative thinking, to see the image of an object from one part of it.
Progress:An adult draws part of an object on a board or piece of paper and invites the child to complete the drawing of the object. “I’ll start drawing, and you finish the drawing.”
You can offer to draw an object from letters, numbers, geometric shapes.
Game "Let's change"
(middle group)
Target:teach to identify the function of objects.
Progress:Each child thinks of his own object and says what he (she) can do. Then comes the exchange of functions. Children thank each other and explain how they will perform the given function.
For example:- an elephant can douse itself with water from its trunk;
- the ant drags the caterpillar to its anthill;
- The umbrella folds up.
Sharing functions:the elephant explains how he learned, it adds up. The ant knows how to wet itself. The umbrella began to drag the caterpillars into the bag, where they always lay. Why does he need her there?
The game “What was - what has become?”
(middle group)
Target:learn to determine the time dependence of an object and its function.
Progress:the material is called (clay, wood, fabric), and children give options for objects that contain them.
You can play it the other way around:An object made by a person is called, and children determine what materials were used in its manufacture.
For example:Leading:- Was once molten glass, became...
Children:A vase, a light bulb, glass in a car.
Game "What does it look like?"
Target:learn to “transform” a schematic image into an image of an object; develop associative thinking.
Progress:Leadingoffers the children a card with a diagram and asks:
- What does it look like?
Children offer their own answers.
A button, a cake with candles, an aquarium with fish,
plate with apples, cheese with holes, cookies,
wheel.
You can offer to name what a letter, number, or geometric figure looks like.
Games for developing associative thinking
Game "What is it like?"
Children (3-4 people) who will guess leave the group room. The remaining participants in the game agree on which item will be compared. After that, guessing begins. The host starts the game. “What I wished for looks like ....” and gives the floor to the one who first found the comparison and raised his hand. For example, a bow may be associated with a flower, a butterfly, a helicopter rotor, or the number “8.” The one who guesses first to name the hidden object becomes the leader and chooses those who will guess. The game continues.
Game "Surreal game"
This game involves the collective creation of a drawing. The first participant in the game makes a sketch (depicts an element of his idea). The second player, always starting from the first sketch, makes an element of his image. All participants in the game do this in turn until the finished drawing is obtained.
Game "Magic Blots".
Before the game, make a blot on a piece of paper. To do this, pour a little ink or ink into the middle of the sheet, and fold the sheet in half. Then the sheet is unfolded, and the participants take turns saying the image of what object they see in the blot or its individual parts. The one who names the most objects wins.
Game "Word-associations"
Option 1:participants in the game choose any word (for example, bee), choose one of the types of associations and begin to name the words. For each correctly named word, the participant receives a chip. The one who collects the most chips wins.
Types of associations:
- by contiguity (by proximity in space or time). For example, a bee - hive, swarm, honey, honeycomb, etc.
- by similarity (similar in characteristics: shape, color, function).
- by contrast (opposite in some properties). For example, a bee (small, stings, alive) - an airplane (large, does not sting, not alive); bee (bites, flies) – dog (bites, does not fly), etc.
Option 2:The presenter calls the word, the players must name the words of the association that the previous word evokes in them, but explain their choice. For example, house - tent - hut - awning (associations in the direction of weakening; castle - fortress - bunker (associations in the direction of strengthening), etc.
Exercises “Feelings”
Associations between sensations - vision, hearing, taste, smell, touch.
For example, play a sound and invite the child to name what color (taste, smell) it is associated with. Ask the child to close his eyes, let him touch an object and ask him to describe it. appearance, color and taste of the item.
Game-exercise “Similarity”
The teacher suggests drawing several objects that are similar in external signs. The child who draws the picture wins more items.
Exercise "Contrast"
If children are not familiar with such a concept as “contrast,” then at the beginning of the exercise the teacher must explain to the children the meaning of this word and give examples.
The teacher invites the children to draw different objects and at the same time names their features. Children schematically depict objects (the child may have several options), then the correctness of the choice is discussed and the possibility of other options is discussed.
For example, one big, bitter one - many small sweet ones; round, soft, light – square, hard, heavy; small, cold - large, hot, etc.
Games to develop dialectical thinking
Game "It happens..."
The teacher names a couple of words, for example, sharp - dull. Then asks the children to name an object in which these properties are present simultaneously. For each correct answer, the child receives a chip. The one with the most chips wins. In the case of “sharp - dull” - this is a knife, needle, saw, etc.
Task options: easy, cold - hot, kind - evil, sad - cheerful, empty - full, short-long etc.
Exercise “Transformation”
First, the teacher invites the children, as a warm-up, to think and name: “What is first big and then small?” (tomato, candle, ice cream, balloon..)
Then he asks the question: “What happens first, small, and then big?” (person, plants, animals, snowball...) After this, it is proposed to create a new non-standard image using this technique fairy tale hero from a familiar fairy tale, suggest a title and tell a mini-story. Children can be invited to draw or sculpt a fairy-tale hero.
Children must consciously enlarge or reduce an object (part of an object) on a sheet of paper and suggest the purpose of the resulting fantastic image. For example, Kolobok became huge, and the fox could not eat him. The egg in the fairy tale “Ryaba Hen” became square, and the mouse could not brush it off the table, etc.
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