He chess is a game that develops many skills and abilities that complement each other and enrich the children's education received in schools and colleges. Russian scientists analyzed in the mid-twentieth century what was the impact of chess on children's learning and found more than 25 variables that influenced their education and training. For example, self-criticism, the ability to learn from mistakes, enjoy success, forecast consequences, the ability to relate, spatial vision and problem solving are resources that children acquire for learning to play chess.
In addition, all these capacities are highly valued in the reports that periodically evaluate the training of students in school performance reports such as PISA (International Program for Student Evaluation). So many initiatives are being developed that try to move the game of chess to school after the European Parliament approved a declaration in March 2012 in which chess is promoted as a subject for its improvement in creativity, intuition and memory. Although many of the proposals are aimed at managing chess as an extracurricular activity, there are initiatives that integrate chess learning with the student's academic and education program.
And although children like and practice chess in school, the most important limitation is the necessary training of the teaching team to achieve success in training. It is also essential to have the support of legislation to achieve the goal that children can improve their ability to concentrate, strive, manage social relationships and acquire many more skills. So the challenge is to use chess as a transversal tool to teach how to solve complex problems having teachers with technical and accredited training to be able to optimize the potential that chess has in the education of children.
Chess can begin to be practiced since the age of five, when mathematical knowledge and skills begin to be built. So children can get to memorize the placement of the chips on a board and even some movement. In any case with five years they are already able to learn the movements of each piece, its value, basic rules and strategies to develop them. Before the age of five, body movements are worked with children on giant chess boards in which children use and apply abstract concepts such as rows, columns and diagonals. They can also be taught to imagine plays by developing spatial vision and the cause-effect relationship in children.
Is from 12 or 14 when children begin to mature and take advantage of their knowledge academics, the continued practice of chess, the experience gained by playing many games and training.
