Chess and the child

By Frank "Boy" Pestaño
Chessmoso

THERE are more than 30 countries in the world today who have included chess in some of their school curricula. In the United States where actual and comprehensive case studies have been made on the effect of chess on children, legislation was passed in 1992 promoting and
encouraging the incorporation of chess into schools.

Chinese and European research all find significant correrational values between mental knowledge and playing chess.

Upon conclusion of the four-year New York City schools chess program, Christine Palm wrote in
1991 that:

Chess instills in young players a sense of self-confidence and self-worth; Chess dramatically improves a child’s ability to think rationally; chess builds a sense of team spirit while emphasizing the ability of the individual; chess teaches the value of the hard work, concentration and commitment; chess makes a child realize he or she is responsible for his or her own actions and must accept their consequences;

‘NON-THREATENING.’ Chess teaches children to try their best to win while accepting defeat with grace; chess allows girls to compare with boys on a non-threatening socially- acceptable plane; chess allows students and teachers to view each other in a more sympathetic way; chess, through competition, gives kids a palpable sign of their accomplishment; chess provides children with a concrete, inexpensive and compelling way to rise above the deprivation and self-doubt which are so much a part of their lives.

Dr. Peter Dauvergne of the University of Sydney (1990), upon surveys of the various case studies on the psychological and educational effect of chess on children, said that chess as a learning tool can:

Raise intelligence quotient (IQ) scores; enhance reading, memory, language, and mathematical abilities; foster critical, creative, and original thinking; provide practice at making accurate and fast decisions under time pressure, a skill that can help improve exam scores; challenge gifted children while potentially helping underachieving gifted students learn how to study and strive for excellence; teach how to think logically and efficiently, learning to select the “best” choice from a large number of options; demonstrate the importance of flexible planning, concentration, and the consequences of decisions.

Schools, especially privately-owned ones, should consider including chess in their curricula. School is about to open and this is an opportunity to improve the capabilities of the child through a proven method. Be unique.

We are willing to help. The Cebu Executives and Professionals Chess Association is committed to promote chess through its “push pawn not drugs” program.

There is an adequate supply of capable instructors who will teach the children the basics of the opening, middle-game and end game theories and techniques..

Chess is also inexpensive. Unlike other tools such as the computer and Internet, it only needs a dozen chess sets, chess clocks and materials to start a full-blown chess program in your school. As shown in actual and comprehensive case studies in several countries, the child will improve in various ways and your school will profit from it.

So, all you parents out there who want their children to be smarter…teach them chess!

CHESS TRIVIA: Answer the following question and you will receive a tournament-size chess set from Gerry Tomakin of the Cebu Executives and Professionals Chess Association (Cepca). Claim your prize at the Big Apple Convenience Store in Mabolo beside Kahayag Restaurant.

Who is he? In 1939, he wrote a book on how to play and win. After publication, he played a tournament in Dallas and lost all his games as white and won all his games as black! He is a US open champion.