ghenghisclown wrote on 04/06/09 at 18:56:51:
For example, Robert Synder (Chess for Juniors was his outfit in Orange County, California...later he wrote a book by the same title...) used to tell his kids to only play 1...e5 against e4 and defend the Open Game.
I'm happy to hear that. That's exactly what I tell my kids.
ghenghisclown wrote on 04/06/09 at 18:56:51:
It didn't matter what the kids took pleasure in nor what their individual style could be.
It is really a category mistake to talk about the "style" of scholastic players. If a 900-level player (and that is way better than average for a K-5 player) has a style, it is to hang his rooks to distant bishops and to get his queen pinned to his king by a rook on the other end of the e-file.
As for a kid's pleasure with the game, this is chiefly enhanced by winning.
ghenghisclown wrote on 04/06/09 at 18:56:51:
This is similiar to Vladimir Zak's insistence that his students only play "real openings."
I really would not know. What I
do know from having worked with many school-age children for the past 17 years is that play into open positions, with good emphasis on piece play and tactics, best facilitates their chess development. There are many more important things to teach young players than chess openings - tactics is the main one - but at least the first five or six moves played well are the basis of a game that a kid could expect to learn something useful from, and to win. And this does not include 1...g6.
So when the occasional dad or uncle teaches his kid to play the Sicilian, I tell them right away to cut it out.
On the other hand, I do not insist that players not develop the queen early, since that actually is a path to victory at the scholastic level. While I do point out the risks of this policy, I figure that the best lessons are learned at the board.
I could talk about the theoretical basis of all this, but I have done so elsewhere, so I don't think I'll bother.
Finally I will observe that Yermolinsky when coached by Zak was already a vastly stronger player than most of the children that I have worked with, or that I would imagine Synder has worked with.