TRIZ Textbooks:  CID Course for Children, 1-1G
Fairy Tales School:
Course of Creative Imagination Development (CID), 1st Grade, 1st Semester,
Methodical Guide-Book
Natalia V. Rubina (Petrozavodsk, Russia) 1999 [published in Russian]
English translation by Irina Dolina (Tokyo, Japan) May 23, 2000
Technical Editing by Toru Nakagawa (Osaka Gakuin Univ.) July 16, 2000
Published in this "TRIZ Home Page in Japan" in English starting on Jan. 30, 2001 under the permission of the Author.  Latest Posting on Feb. 28, 2001.    (C) N.V.Rubina, I. Dolina, T. Nakagawa, 2001

List of posting in this Home  Page:

Jan. 30, 2001 1st Grade/1st Semester  "Fairy Tales School" Preface, Intro., Topic 1-2 Guide-Book Workbook
Feb. 28, 2001 1st Grade/1st Semester  "Fairy Tales School" Topics 3, 4, 5, 6, 7  (Finish) Guide-Book Workbook

Editor's Note:  Please refer to the Editor's Preface (by T. Nakagawa) and the Author's Introduction (by N. V. Rubina) on the top page of this Course textbook series.
Top of this page Contents Front Cover Invitation (Preface)  Symbol marks Weekly Topic Planning CID Course Top Page

Contents of the CID Course, 1st Grade, 1st Semester        Course Top Page: 
Book Title; 
   Contents  Guide-
"Fairy Tales School

     1st Grade, 
     1st Semester

Guide-book             Workbook

Preface & Introduction to the Course Jan. 30, 
Introduction at the Class Jan. 30, 
1. What does this or that consists of? 
          (System is a whole, consisting of parts)
Jan. 30, 
2. Where is this or that located? 
          (System - a part of a super-system)
Jan. 30, 
3. How feels this or that? How seems this or that? 
          (Properties of the systems)
Feb. 28, 
4. How to find out? 
          (Organs of Perception)
Feb. 28, 
5. What can one do and why? 
         (Functions of the systems)
Feb. 28, 
6. What was in the past and what will be in the future?
          (Changing systems in time)
Feb. 28, 
7. Glass City  Feb. 28, 

 (C) N.V.Rubina, I. Dolina, T. Nakagawa, 2001

Fairy Tales School

Course of Creative Imagination Development (CID)
(Based on Theory  of Inventive Problem Solving (TRIZ))


First Grade, First Semester

 Natalia V. Rubina


Fairy Tales School

Course of Creative Imagination Development (CID)
(Based on Theory  of Inventive Problem Solving (TRIZ))


First Grade, First Semester


Natalia V. Rubina

Petrozavodsk 1999

 English Translation by Irina Dolina,  May 23, 2000

Technical Editing by Toru Nakagawa,  July 9, 2000 and Feb. 28, 2001

     The program of the CID course was elaborated and defined in Petrozavodsk in 1996.  Six workbooks with special methodological recommendations (for each semester) were worked out.  The program and all the methodological material were probated on the basis of the "TRIZ Laboratory" at the Petrozavodsk School #17.

     This pamphlet introduces the methodological instructions for the first semester of the CID first grade ("The Fairy Tales School").

"The Fairy Tales School".  Creative Imagination Development Course for the elementary school (The first semester of the first grade).  Methodological instructions.

Reprints and distribution only by author's permission.

(instead of Introduction)
 Imagination is a great power,
an ability that helps the spirit
to translate for the soul
the language of the Nature.
                          (Aural Teofrast Bombast
from Gogengeim, known as Paracelsius. )

       Every time, getting ready to teach CID class, I expect some unusual, new experience from  each class, each group, where I teach.  And my expectations are justified: new riddles, proverbs, tales, peculiar questions - all this make CID classes look like a little meeting with a Wonder world.  How is this Wonder world born?  What does it consist of?

     When I began my work six years ago, I was feeling like a pioneer, discovering new mysterious worlds, when the whole previous experience, education, skills of the pedagogical work were being structured in a certain system of communication with children, trips with them to the world of creativity.

     The first step in this system was "Program for the Course of Creative Imagination Developing (CID) for the Elementary School" (1994-1995 academic year). In this book the  CID course is prepared for 1-3 grades. The main aims and trends of the CID course  were marked out.

      "The Program..." is a route along which our trip will proceed.  Good equipment is necessary . For the work in class "Workbooks" were elaborated:  "Fairy Tales School" - for the first grade, "Fantasy City" - for the second grade, "Planet of the Unsolved Mysteries" - for the third grade (1997-1998 academic year).  It is a kind of a diary, that each student writes while traveling with the teacher and the characters of the Workbook around the Fantasy world.

     The teacher  of the CID classes has a difficult task - he must become a reliable guide in the world of Creativity, he must provide that original creative ideas, a search for the creative problems and solving them should become for the students an everyday necessity.  Working out an active stand in life, a stand of a fighter, a creative personality in the course of CID lessons-  seems the most important aim of the whole course.

     "Methodical  Guide to CID Course" ( first part of which you are holding in your hands) contains detailed recommendations for conducting CID classes.  There are 6 similar parts - two for each class (for first and second semesters).  During your teaching experience you will, certainly, add your own zest to each lesson.  The special charm of the CID classes is in the fact that these lessons never repeat themselves exactly, not a single lesson resembles the other one. During CID classes your hobbies, interests of your students may be reflected. Any exercise, game, psychological riddle will be more interesting if you develop and extend it. Create together with the kids!

     I know by my own experience  how important is the lesson pattern for the preparation work. The pattern itself might be very simple, however, the more complete it is, the more certain you are not to miss anything..

Here is one of the possible patterns of the CID class.

1.  Warming-up:
     - activities on coordination, rhythm plus a patter,
     - activities for the fingers plus a patter
     - activities on attention
     - matching incompatible
2.  Homework check-up
3.  Introduction to the lesson ("yes-no" questions, a trick, a riddle)
4.  New topic  (plot games)
5.  Psychotechnical games.
6.  Activities on developing speaking skills or designing a product of a creative thinking
7.  Sum up.

     Of course, following the pattern is not always possible, sometimes kid's fantasy comes out of the frames of any scheme.  Nevertheless modeling a lesson according to a pattern makes your work more interesting and at the same time makes it easier to get prepared.

     This work is an invitation to Creativity, to conducting your classes, to elaborating your own course.  Any lesson will be more interesting, if creative activities are introduced in it.  Therefore besides conducting separate classes on CID course, the activities, offered in this course, may be used at any other lesson.  However, following two methodological trends simultaniously: - a trend of developing creative abilities and a trend of lining up the data on a major subject, - in this case may present difficulties for a teacher.

     The author expresses her deep gratitude to I. N. Murashkowska, A. A. Nesterenko, M. S. Gafitulin, M. S. Rubin, I. L. Vikentyev, N. N. Khomenko, V. I. Timohov, S. V. Sychov and to other  TRIZ experts, whose works have helped in elaborating CID course.  And of course the assistance of the students of 1-3 grade of Petrozavodsk school #17 is priceless.  Thank you very much, my little magicians.

     Send your remarks, proposals and orders for purchasing workbooks and methodological guides on CID at the following address; 185014, Petrozavodsk, mail box 8, OO "TRIZ- Karelia", to  N. V. Rubina.

       For better perception the following symbols are used in the methodical guide-book:
- problems.  For the first grade simple problems demanding answers "yes-no" are used. The major notions of the methods of solving problems are studied in the second and third grades. That is why the most suitable form for solving creative problems is a game "yes-no".  The rules of the game are not difficult.  After the problem is introduced the kids start to look for the solution by asking questions to which the teacher replies "yes" or "no".  The aim of the game is to find a solution by asking as many questions as possible.
- activities.  During these activities it is important that the kids understand how this or that notion may be used for solving the problems, for obtaining new ideas, etc.
- psychotechnical games.  This is a specific part of the lesson.  Kids may relax a little and turn to their inner world, the world of a child's fantasy.  It goes without saying how important is the atmosphere of trust, friendliness in your small community.
- speech developing activities.  We all know very well how easy to speak with a person, who can ask interesting questions.  CID classes are structured in a form of a dialogue, therefore actually any task is an exercise on speech developing.  Nevertheless, devising their own riddles, proverbs, tales, the kid learns not only to say "full sentences", but develops a need to formulate his idea in such a way that he would be understood and his wits and humor be assessed.  Describing various systems, solving unusual problems, the kids enrich their vocabulary all the time.
- designing a creative product.  Don't be confused by an unusual term.  "Creative product" is something finished, designed by the kids with the help of methods they study (a riddle, a proverb, a tale, a model of a toy, articles of natural materials and others).
- tasks-pictures.  At the CID classes there are many activities like that because a new creative idea is often embodied in images, especially it refers to the kids with a strong visual representative system.  Most of these tasks are unique stuff for a psychologist, for attentive parents, because in this pictures the inner world of a child is reflected as if in a mirror.

Weekly Topic Planning (1st Grade, 1st Semester)
Date Theme No. of hours
1st week
Introduction.  Setting the rules of the game  1 hour
2nd week  "I know what to devise." Introduction to the subject. 1 hour
3rd week
4th week
Topic 1.  What does this or that consist of?  2 hours
5th week
1st week
Topic 2.  Where this or that located?  2 hours
2nd week
3rd week
Topic 3.  Which is what?   Who is what?  2 hours
4th week 
1st week
Topic 4.  How to find out?  (human senses, ways of perception) 2 hours
2nd week
3rd week
Topic 5.  What can one do?  2 hours
1st week
2nd week
Topic 6.  What was in the past and what will be in the future (changing systems in time)   ** 2 hours
3rd week Topic 7.  Glass City  ** 1 hour
4th week  What we check:
  • systems (a system- a whole, consisting of the parts, a system - a part of a super-system)
  • methods of solving problems (characteristics and functions - resources for solving problems)
  • prognostication (system changing in time)
  • scale of perception (system can be seen, heard, felt)

What the kids must do:

  •  To find out as many parts of a system as possible, to find out as many super-system as possible for the given system, to transfer a system into other super-system, to find out parts of a system, necessary for solving the problems.
  •  To find out as many characteristics and functions of the systems as possible, to find out characteristics and functions, necessary for solving problems, to transfer characteristics and functions of one system to the others.
  •  To prognosticate system changes in time (past - present - future)
  •  To find out what and how to find about a system.

    (** Translation Note:  The order of topics 6 and 7 is corrected. [on Feb. 28, 2001])
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Last updated on Feb. 28, 2001.     Access point:  Editor: