At every opprortunity I keep the game at the threshold of a childs independence.  As we seat ourselves to play, I set up my figures slowly, following their lead. If they ask for help I help with placement of that figure only.

I ask them if they remember how the figures move; if they say ‘yes’ I make a ‘clinical’ decision to accept that assertion or not.

Johnny’s Mom reports, he’s ‘cocky’. The teacher reports he approaches tasks quickly and carelessly. I ask Johnny if he remembers how the figures move. Johnny says, ‘yeah’. I take his assertion at face value. It soon becomes apparent, he does not. I comment, “remember when I asked you if you remembered how to move the figures?” He responds, “‘yeah”. I remark, “I think you were mistaken”.

 in future games, he slows down and tries hard. I get the impression he doesn’t want to ask for help. In the course of chit chat, I ask about hobbies, he tells me about his, I volunteer info about one of mine and I remark that “when I was a ‘beginner’ I couldn’t do it at all”. I may add, “I felt kind of bad”. On a subsequent occasion he neglects to ask for help when it’s obvious he should, he’s moving his pawn into danger and you can see he thinks he’s moving it into danger but isn’t sure. He makes the move.

I restructure the game. I show him how, if he makes the move, he’ll lose his pawn. I introduce a new rule; it’s a special rule for ’beginners’, every time he moves a figure  he can study the board, then say ‘that’s it’. The move doesn’t count until he says ‘that’s it’. Then I add, he can study the board and ask me to help him look too; then, he can decide to say, ‘that’s it’ or not (his call). The move doesn’t count until he says, ‘that’s it’. Johnny looks relieved. His own inhibitions were interfering with his ability to learn. Now he studies the board himself. Sometimes he asks me for help looking and I provide help. If he doesn’t ask for help and moves into danger, I take his figure.

Generally, as I play with children, as they make a move, I might ask, are you sure you want to make that move. If they look at me and answer ‘no’, they are not looking at the board (they are looking at me). I suggest, “take another look”. Eventually, my inquiry, “are you sure you want to take that move?” generates an immediate review of the board. Children are challenged, to observe closely, anticipate my moves, get silly pride out of the way, just tend to business, recognize their own errors and develop the flexibility to regroup and self correct. These skills will well serve them in life.

This play is not about teaching Chess. It is about presenting children with opportunties to rise to the occasion and develop abilities. If I think they can’t handle losing a figure, I don’t take it. If I think they’re ready to cope with a little disappointment, I take it. Every move presents an opportunity for the child to work on cognitive skills, to feel emotions but move on, to handle aggression, to accept a subordinate position (as student), and to learn a game they will enjoy.

As I see a child note that he is moving into a vulnerable position and he pulls back, I remark, “good observation”. If he ‘takes’ my figure with a figure that’s tricky to handle (a knight), I remark, “good move”. If he takes my figure with a pawn, I might not comment at all. I don’t gush. Then, when I do issue a compliment, it’s well deserved and has greater value. I see a child smile as he or she is aware, they made a good move. I smile too. The game is very intimate. He/she knows what I’m thinking, I know what he/she is thinking. He/she knows that I know what he/she is thinking; it’s lovely.

Enjoy Chess.