TRIZ-RTV-EARLY DEVELOPMENT TECHNOLOGY
TRIZ-RTV or the theory of solving inventive problems is an early development technique aimed at developing creative imagination, which is becoming more widespread in the modern world. The purpose of the technique is indicated in the title itself – it is designed to develop flexibility and mobility of the mind, creativity, and at the same time the ability to systematize the knowledge gained.
It is noteworthy that in the initial version TRIZ was intended for specialists who needed to increase the efficiency of solving technical problems or inventive tasks. This technique allowed inventors to improve their skills and find solutions as quickly as possible. But over time, it became apparent that the clear advantages of TRIZ-RTV allow this technique to be used for teaching preschool children.
The theory of solving inventive problems teaches children to independently search for answers to various questions and find a way out even of the most unforeseen situations, to effectively interact with the outside world and think rationally. It does not limit the mind to the framework that the standard educational system inevitably imposes, but expands it.
TRIZ-RTV is a system of exciting activities and collective games that do not change the main curriculum, but complement it and allow you to make it as effective as possible.
A FEW WORDS ABOUT THE AUTHOR OF THE METHOD
TRIZ-RTV methodology was created by a Soviet engineer-inventor and part-time science fiction writer Heinrich Saulovich Altshuller. He began work on the theory in 1946-1948 and improved it throughout his life, devoting TRIZ for about 40 years.
Heinrich Saulovich called TRIZ a controlled process of creating a new one that combines intuition, logic and accurate calculation.
Altshuller made his first inventions as a child, and his main inventive achievement was a gas-thermal protective suit, designed in collaboration with Rafael Shapiro. Since 1946, he carefully studied and analyzed more than forty thousand patents and, based on the data obtained, derived 40 tricks that inventors usually use.
In 1956, Heinrich Saulovich, together with Shapiro, published an article in which he outlined the basics of TRIZ. Already two years later – in 1958 – Altshuller held the first seminar. Then he organized seminars throughout the USSR, and since 1970, schoolchildren began to be trained according to the TRIZ methodology. In the same 1970, he founded the first TRIZ training center in Baku – the School of the Young Inventor, which later grew into AzOIIT.
For almost ten years (from 1989 to 1998) G. Altshuller headed the TRIZ Association, and in 1997, at the initiative of the inventor, the International TRIZ Association was formed on its basis. Altshuller published a lot, his books were published not only in the Soviet Union, but also abroad (in particular in Japan and the USA). As a result, in the 1990s, this technique was recognized in the largest countries in the world.
In his literary works, Heinrich Saulovich set himself the goal of showing how scientific and technological progress is moving toward the ideal. In life, he himself sought to advance science and technology to the ideal.
FEATURES OF THE METHOD
TRIZ teaches children not only to freely navigate the world, but also to find optimal solutions that combine simplicity and accuracy with minimal time costs. The main task of the teacher is not so much to submit new knowledge as to teach where the child can find them independently. Since, due to age, the attention of a preschooler is mainly focused on what interests him, classes are usually held in a playful way.
TRIZ technologies are aimed at the development of several types of activities at once:
It should be noted that in the TRIZ-RTV classes, children need not only to find a solution to the problem or create something on their own, but also to achieve mutual understanding with other participants. Therefore, a child studying according to the Altshuller method pleases parents with quick wit and ingenuity, and also becomes more sociable and bold, not afraid to express and defend their opinion.
For classes, teachers choose stories (fairy tales, cartoons) that are close to children and, therefore, can captivate them. The fascination of classes is an important element on which the effectiveness of the methodology largely depends. Indeed, the stronger the child becomes interested, the more activity he will show and the more seriously he will take the story. On the example of fairy tales, positive personal qualities are also brought up.