The child’s ability to communicate, explore the world, and plan his actions is formed as his speech develops, so it is necessary to work with preschoolers on the development of their speech as early as possible. Early age is the most favorable period for the formation of active speech in children. Accordingly, when working with young children, my main goal is to promptly form active speech in them. To achieve this goal I use TRIZ technology.
The use of this technology is due to the fact that TRIZ helps children overcome isolation and timidity, teaches them to defend their point of view using speech, forms children’s understanding of speech, enriches the vocabulary, and activates the speech of children.
When forming the active speech of children, I use TRIZ elements in all types of activities. In routine moments, while walking, when washing, I use the technique of cause-and-effect relationships, which activates children’s vocabulary. For example, I ask the children: “If Natalya Ilyinichna set the table, what follows from this?” (we will have lunch), “If we have lunch, what needs to be done?” (wash hands), etc.
The concept of cause-and-effect relationships helps children learn the relationships and sequence of actions that characterize the situation as a whole. Children begin to use phrasal speech more actively when they try to think and answer questions of a cause-and-effect nature “why?”, “why?” etc.
Most of all, my kids love to play, so I use TRIZ technology games to develop all aspects of speech. I noticed that TRIZ technology games are very interesting for children and successfully develop their speech, logic, thinking, and imagination. While playing them, children themselves do not notice that they are learning to speak correctly.
When playing games, I try to captivate each child and interest him, so that the child’s interest in the game does not fade away. At a young age, children are very inquisitive, they do not ignore anything that comes into their hands, they ask many questions. Therefore, I try to tell them in detail about everything that interests them. At the same time, I encourage the child’s independent reasoning and encourage them to make statements. Thus, I use the brainstorming method in the game “Masha the Raster,” which involves posing an inventive problem and finding ways to solve it. Before the game, be sure to examine some object (knife) in advance and tell the children about its purpose. Children say that you can cut with a knife, etc. Already during the game I introduce them to the story of inattentive people who lose and confuse everything. I invite the children to help such a confused Masha: “Children, Masha has lost her knife, how will I cut bread now?”, and the children give answers.
In the course of implementing this method, children’s communicative abilities develop: the ability to argue, listen to each other, express their point of view, but also, of course, their vocabulary expands and becomes more active.
Practice has shown that the use of the imagination method effectively forms children's vocabulary and other aspects of speech. My children really loved the game "Circles of Lull", which is played using this method. During this game, I provoke children, with the help of images of various characters and favorite toys, to pose a question and receive an answer to it, which must be deciphered using their imagination. When we first started playing this game with the children, I initially gave them only real tasks that were aimed at clarifying their existing knowledge (for example, helping a mother find her baby). After the kids began to cope with this successfully, I complicated the task and introduced exercises to develop the imagination. She offered the kids fantastic tasks, for example, how a mother dog would take care of a chicken.
When playing TRIZ technology games with children, I use a special unusual toy “Tadpole” - the hero of all games, which helps me. On behalf of the toy, I ask problematic questions, and educational dialogues are held with it on the topic of the lesson. The toy expresses its opinion, asks and clarifies what is unclear, sometimes makes mistakes, does not understand, and asks the kids to help. The child's desire to communicate and help increases the child's activity and interest. After summing up, the children part with the toy they liked until the next game.
At the end of any game, I summarize the results in the form of a short conversation in order to teach children the skills of reflective analysis. To do this, I ask the questions “What did you do?”, “What new did you learn?” To summarize, I also use game exercises “Say the sentence”, “Discuss plans for the future”, etc. The purpose of such exercises is to teach children to pronounce a chain of interconnected actions, establish cause-and-effect relationships and see the result, but also, of course, to develop their active speech.
The motto of TRIZ members is “You can say anything.” And I adhere to this motto when working with children. Children are not afraid to speak, since I only give them positive assessments: “Good”, “Well done”, etc. I use correction techniques (I explain everything, but do not insist). When asking a child a question, I don’t rush him to answer, I wait for the child to answer, and if he has difficulty, I help him and suggest the right words. I listen to every child, no one is left unattended. Thus, children learn and learn to compare natural and physical phenomena in such a way that the children themselves do not notice that they are learning, they are interested in it, they are captivated by it. And everyone knows that positive results can only be achieved if the child is interested. Practice has shown that in the games I selected using TRIZ technology, the child is attracted to the gaming situation, which stimulates his activity and stimulates his verbal communication.
Close contact between kindergarten and family is a necessary condition for the correct and timely development of a child’s speech. Therefore, to achieve the best results, I work in this direction with parents. First, I conducted a survey, from which I learned how parents feel about the problem of speech development using TRIZ technology. Based on the results obtained, I drew up a plan for working with parents to improve their pedagogical competence on this issue. In accordance with the planned plan, I conduct consultations, individual conversations, and involve parents in joint activities with their children on this topic.
Thus, TRIZ games and exercises develop all components of oral speech: children develop a vocabulary; sound culture of speech, grammatical structure of speech, development of free communication with adults and children occurs.
An analysis of my work shows the effectiveness of using the TRIZ methodology in the process of children’s speech development. They have become more relaxed, learning to give reasons for the simplest conclusions, and accompanying play and everyday actions with speech. Speech becomes the child’s means of communication with peers. This means that the use of TRIZ technology successfully influences the formation of active speech in children. Therefore, I will continue the work I have started in the future.
