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Kids Chess
Think-Tank

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Computer chess games/simulations are excellent ...

Hundreds - sometimes thousands - of historical games can be played against the program in an instant. Smart, eye-catching graphics and animation of moves can certainly impress. And you can challenge yourself against beginner level, all the way up to Grandmaster level (with packages such as Fritz), even if you've time by yourself.

In favour of Chess Sets, there's the tactile experience that kids will enjoy - of physically picking up and moving the pieces, which could add more of an experience while learning the game.

As a parent, you get to be more involved in the hands-on teaching role, rather than getting shunted to the side by an autonomous computer program. All it means is you just need to learn a bit so you can teach the bit - but surely that's an enjoyable part of being a parent.

What do you think on this matter? Computer Game or Chess Set? ... How about both?

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Most often, if it's ever played in schools, it's during lunchtime; it's the activity for those who don't like football during the break.

Here's a good one:

Think about why parents send kids to school ... to develop reasoning; analytical thinking; resilience; problem solving; perseverence ...

All schools should be efficiently serving child development, equally, in two areas:

1. Developing the physical body through exercise and sport;


2. Developing the mind through subjects like maths, language/communication and the sciences.

Both areas mentioned require some form of thinking that Chess helps to nurture.

• In sports: there's as much a requirement for analytical thought over tactics; what pass to make and when; who is better in which position; and maintaining focus even when in a losing position.



• In physical development: the child needs to learn to plan and decide on the most suitable nutritional and exercise program that best suits their individual needs, at any given time.



• In mind development subjects: think of the subjects that require logic and reasoning - maths and science, for instance ... they're two key subjects that, in addition, also require problem-solving, reasoning and an analytical mind.

Schools are used as tools by the Government and Industry for getting kids ready for working life - for jobs that require analysis of situations; strategic planning; risk assessment; crisis management ...

The game of Chess has some aspect of all of these, so why not take advantage of it?

Agree? Disagree? Have a different opinion?

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Chess requires patience; it requires sitting down and working through problems; it requires you to remain seated and concentrate ...

It's a lot to ask of a kid when the other choice is to dash about like a lunatic - climbing trees here, playing football there ...

Kids have - generally - got so much energy when they're young, it seems a crime to pin them down to a sedentary activity when the temptations of modern day life are dangerously sedentary as it is.

However, with all that said, at some stage, kids need to be taught so they can make a successful transition from their care-free childhood, to responsible adulthood.

In conjunction with other practices, Chess can be used to nurture effective reasoning and decision-making skills that successful adults rely on.

So, how to find that balance: between the physical activity needs of a child, versus the mind development skills that, at some stage, they'll need to start developing?

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When we came across the work of the great educational pioneer and developmental biologist, Jean William Fritz Piaget, we had to include the section of his "Stages of Cognitive Development", that directly offers some guidance with this Kids Chess discussion.

Here, we've paraphrased from the original piece - which can be found at this website: ChildDevelopmentInfo.com - and have left out the stages of development between ages 0 and 2 Years.

------[ Stages of Cognitive Development ]------

During ages 2-4 Referred to as the "Pre Operational Phase", the child is able to use a small selection of words, although they can't understand the full extent of what they're saying. The child can use speech to refer to an object, even when it's not in front of them.

During ages 4-7 Referred to as the "Intuitive Phase", speech begins to have more meaning; they are more aware of their social surroundings and the child has a better understanding of some logical concepts. However, the child isn't fully able to weigh up the merits of one item versus another - single aspects are likely to be focussed on to the exclusion of others. Their surroundings aren't fully anchored into reality and what they perceive something to be isn't always likely to be an accurate assessment. At this stage, a child isn't able to decide how best to behave given a moral or ethical dilemma. They lack ability to comprehend game rules and are only able to follow simple Do's and Don'ts.

During ages 7-12 At this stage, the child is beginning to demonstrate ability with organisation and logical thinking. Different types of tasks can be carried out; items can be arranged in a logical order and there is an understanding of the rules governing conversation. The child is able to work through problem-solving tasks. Concepts are able to be reversed - e.g. put air in a ball to make it bounce; take air out and the ball won't bounce as good. They are able to use logic to sort out things that are more complicated. They are better at classifying things ... e.g. where previously there was a car, there is now a 4x4, race car, convertible, etc.

During ages 12 and onwards They are able to think through ideas without the idea needing to have a basis in reality - in other words, they can think through abstraction and use the principles of formal logic to work through their concept(s). They can create abstract proposals; give a variety of hypothetical answers to situations, in order to help weigh-up their potential consequences. At this stage, a child can begin to think "outside the box" of reality. They can develop ability to use more formal systems of logic - they can handle proportions, manipulate problems with algebra, and think through other purely abstract processes. They are able to use prepositional logic: if-then; as-if; as-when; "I think therefore I am". They can use aids such as 'axioms' - used to put forward proposals that aren't proven, but requires a definite decision (e.g. the package is ticking, should I cut the blue or green wire?). An axiom is a suggestion that is used as a starting point from which to logically work towards truths.

Post-Piaget Summary

On the basis of Jean Piaget's study, it seems the earliest a child's mind could be ready for learning to play Chess, is between the ages of 7-12 years old.

What do you think?

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Your Opinion Matters! Have Your Say ...

All content on this page is open to debate.

Have your say and help parents make better, informed decisions when it comes to educating their own children.

For instance ...

• Did you succeed in teaching your own child(ren) to play Chess?


• If you learned to play Chess as a child, who or what influenced you most?


• What about negative experiences of learning to play Chess as a child? Have you experience bad tutors/teachers? ...
  
  What advice can you give to other parents, so they might avoid making a negative impact on their own child's learning and development?
  

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From this Kids Chess (Think-Tank), Explore Our Beginners Chess Guide