A Story about Chess

Many projects were in focus in our program as children worked in small groups and explored their interests. In the time away from project work, the children started showing interest in chess. Chess had been gaining popularity in the program for the last two weeks. As an educator, I always observe and look for the new interests the children are exploring.

Children's activities away from project work vary as interests change throughout the school year. Often children's choices follow the latest trends like Pokemon, Minecraft, Marvel, and Harry Potter. The children enjoy playing games and reading books that contain popular characters. Now chess was gaining in popularity. The investigation of chess focused on playing the game and the technical aspects that make up the game.

As two children played chess, another group of three children showed interest in the game. We do not have a traditional chessboard. Instead, we use a black and red checkerboard. After further observation, I discovered a different story. The three children were not interested in the game of chess. Their interest was in the visual aspects of the chessboard.

Observing from a distance, I became interested in why many children watched two children play chess. I started a conversation with the children and discovered the children had an interest in the chessboard pattern. Taking time to talk with the children guided me toward their true interests. 

Some time passed before I walked back to check in with the group playing chess. I noticed the three children who were watching earlier sitting on the floor. They were creating representations of the chessboard using paper and colorful pencils. Another group had joined in the creative process. They utilized dry erase boards and markers to create different models of the chessboard.

Having materials readily available is essential and enables children to take immediate action on their ideas and explorations. I approached the children creating representations of the chessboard. They talked about the number of lines needed to complete each board and how many squares each board contained. There was also a discussion about the colors used to create the board and some debate about whether the chessboard in our program was real. Meanwhile, the first chess game ended, and different players started a new game.

The chess group invited a new player to try their hand at a game. The new player was more accomplished than the current group of players and started teaching the original chess group new game strategies. 

School-age children are very social and open to inviting new players into their group. The bulk of the children’s time in the program revolves around social connection and negotiation. Each social interaction features much debate between the participants as the children work out whatever challenges come with being in a group experience.

The interest in chess continued for weeks. The children played many games daily to learn more about the game. Some of the children signed up for a chess club at school to further their game knowledge. The children who created the chessboard representations did not revisit this work. For now, drawing squares within a square was a one-time experience, as none of the five children who made chessboard models have played a game of chess. Their interest in the patterns of the board did not transfer into a curiosity about the game.

This experience afforded us a few lessons. First, all materials in the learning community are products of inspiration and wonder for the children. Second, as educators, we may think certain materials have one purpose, but the openness of the children to live in the moment makes all materials in the classroom available to inspire and educate.

Are there games, activities, or investigations in your program that the children showed interest in that surprised you?