Table of contents
- What is Yamie Chess®?
- What does the "Yamie" part mean?
- How will it help my child?
- How is classic chess educational?
- Referenced academic research and professional studies
- Appropriate nature of grandmaster level chess game
- What does the Yamie Chess® game-board look like?
- Yamie Chess®'s social commitment to children
- What is Yamie Chess Ltd's policy on child safety?
- Where is it made in America exactly?
- Yamie Chess® and children with learning disabilities
A: The result of a collaboration of a STEM (Science, Technology, Engineering and Mathematics) advisory group of professional engineers, math educators and scientists from the Massachusetts Institute of Technology (MIT), California Institute of Technology (Caltech), University of Arizona, Columbia University, Stanford University and Vanderbilt University working together with 2-time USA women's chess champion and Women's Grandmaster, Jennifer Shahade, to improve K-8 students' learning outcomes in math and science education; Yamie Chess®: The Adventures of Tigermore and the Mind Angels® is an educational classic chess school assistant series, designed to help children in the K-8 education bracket (5 to 14 years) develop better math, science and problem solving skills, improve their critical thinking and cognitive logical ability, and have a constructive and positive scholastic impact on their academic performance in school.
Internationally respected Harvard mathematician, Professor Christian Hesse, Ph.D., contributed hours in pre-publication support to Yamie Chess® as a Harvard math expert.
"Next to the chessic aspects, the mathematical topics are at the center of the book: Here the readers are exposed to sets and Venn diagrams, numbers and raising them to powers, fractions and triangles including the theorem of Pythagoras. In terms of special numbers, the Fibonacci sequence appears. Yamie Chess is a beautiful, inspiring and very valuable educational tool. Teaching chess and math in a playful manner, embedding both in a fantasy story, is a great approach. The outcome is a feel-good-book for children and their parents with great pedagogical value. I recommend it highly."
- Professor Hesse, Ph.D., Math, Harvard | Full review
Harvard University, and an MA in Mathematics from Indiana University Bloomington. After teaching math at Harvard, Professor Hesse was on the Mathematics Faculty at the University of California-Berkeley, until 1991. Professor Hesse won the Alan Abrams Memorial Prize at Stanford University and the Dr. David Gale and Sylvia S. Gale Award from the University of California, Berkeley.
Read Professor Hesse, Ph.D.'s full recommendation of Yamie Chess® as a valuable educational tool
Yamie Chess® makes the mathematical benefits of classical chess accessible to young minds, through a magical cartoon chess world where all the characters correspond to pieces on the chess board. The educational structured product is focused on the NCTM (National Council of Teachers of Mathematics) Curriculum Focal Points and provides a consistent academic framework to help prepare children for college.
As the Yamie Chess® series progresses, the level of traditional chess instruction increases to enable a student who follows the whole series to become a proficient chess player to U.S. club standards. Part 2 and later products in the series will be released as interactive animation DVDs for STEM education, each cartoon episode teaching kids a math or science concept for school.
We warmly encourage parents and grandparents to get involved with your child's play, so if you would like more information on any Yamie Chess® products, please feel free to contact us.
As children read and color the educational math comic, substantial reading and comprehension is required to follow the magical math story, so the educational product also has a literacy aspect.
Grandparents will be pleased to know that neurologists at the Albert Einstein College of Medicine recently published findings** that classical chess activities (Yamie Chess® falls in this category) reduce the risk of Alzheimer's disease by up to 75%, because the higher-level cognitive brain functions that chess requires during a game, actually helps protect against brain decline. A good reason to challenge your grandchildren with their Yamie Chess® sets!
** Coyle, Joseph T. (2003). Use It or Lose It - Do Effortful Mental Activities Protect against Dementia? - New England Journal of Medicine 348, no. 25 (2003): 2489-2490.
A: Set in the fictional universe of The Mind Kingdom™ which can only be reached by going to sleep under general anesthetic in a hospital operation, the Yamie Chess® educational comic follows an American boy chess genius, Kimi, from Queens, New York, as the mind of the young genius journeys into the heart of the Yamie mind-galaxy on a magical adventure where each character corresponds to a piece on the chess board. Yamie Chess® is named after the Yamie mind-galaxy, where most of the action takes place in the educational comic, on the mind-planet of Snowmelt.
Pick a side below to learn more about the Yamie Chess® characters!
Each part of the Yamie Chess® educational comic activity book corresponds to the Opening, Middle Game and End Game of classic chess, and as children read, color and interactively play the grandmaster level chess game that is uniquely integrated through the educational comic, they learn classic chess through the cartoons and develop cognitive thinking, mathematical problem-solving and visuo-spatial reasoning skills.
Children will love following our chess hero, Kimi, as he solves math and logical chess problems to help his friends, the light pieces, Tigermore & The Mind Angels do battle against the dark pieces, Vigdor & The Chromemunchers, to save the mind-planet of Snowmelt.
A: Endorsed by leading, nationally-respected Harvard and MIT math Ph.D.s, Yamie Chess® makes the proven math, science and cognitive thinking benefits of classical chess, accessible to young children through the power of cartoons. All the Yamie Chess® characters represent and correspond to one of the classical white or black chess pieces on the board, and a traditional European grandmaster-level chess game is integrated through the story to teach chess in a unique way using realtime chessboard layouts, in parallel to a related magical chess and math story.
Massachusetts Institute of Technology (MIT) Math Ph.D., Professor Michael Ching's expert analysis of the Yamie Chess® math learning aid for STEM education
"Research has shown that, by itself, learning to play chess is tied to better logical reasoning and stronger performance in math. Yamie Chess adds to this by integrating both mathematical content and math puzzles into the text. The puzzles include both relatively standard ‘textbook’ problems to reinforce what a child learns in school, and more interesting ‘mindteasers’ that will help to extend that material. Most importantly there is a focus on explaining as well as just solving problems. For example, the book includes a discussion (again, integrated into the storyline) of why the area of a triangle is given by the familiar formula. This is in line with the current trend in school math toward asking why as much as asking how. I strongly recommend it."
- Professor Ching, Ph.D., Math, MIT | Read full review
One of America's best mathematicians, Professor Michael Ching earned a Ph.D. in Mathematics from the Massachusetts Institute of Technology (MIT). Professor Ching was J.J. Sylvester Assistant Professor of Mathematics at Johns Hopkins University, Assistant Professor of Mathematics at the University of Georgia, and currently Associate Professor of Mathematics at Amherst College. Professor Ching is also a Kennedy Scholar and post-graduate honors mathematician from Trinity College, Cambridge University. In high school, Professor Ching won the Gold Medal at the International Mathematical Olympiad.
Read MIT Professor Ching's full educational analysis
With an integrated grade key for usability, STEM skills and math problem solving aligned to the NCTM Curriculum Focal Points is taught to students (aimed at elementary and middle school levels) through the accompanying K-8 math comic. Topics covered include algebra, geometry, number skills and operations, data analysis and measurement.
As the magic unfolds, children can read, color the comic, and interactively play out the chess game on their included Yamie Chess® set. By moving pieces across the board, working through the aligned math problems and learning about how each chess piece moves with a math focus; Yamie Chess® provides a visuo-spatial reasoning process to impart a firm foundation of basic chess strategy and K-8 math skills for school, all taught to young children through a series of loveable and fun chess piece characters.
A: There is a large body of U.S. peer-reviewed academic research that proves that children who regularly play chess are enabled with a strong intellectual framework to achieve in math related subjects in school and improve their exam grades in both math and reading subjects. [See scholarly references cited below:  Smith and Cage, 2000;  Smith and Sullivan, 1997;  Margulies, S., Ph.D., 1993;  Liptrap, J., 1997;  Celone, J., Ph.D., 2001;  Rifner and Feldhausen, 1997;  Ferguson, R., Ph.D. 1995;  Vail, K., 1995;  Ferguson, R., Ph.D., 1986;  Dauvergne, P., Ph.D., 2000;  Whitman, N.C., 1975;  Schneider, W., Gruber, H., Gold, A., & Opwis, K., 1993;  Terrel Howard Bell, 1972 (Former U.S. Secretary of State of Education to President Ronald Reagan)];  Hong and Bart, 2007;  Hall, Ralph L., 1983;  Bankauskas, Deborah, 2000;  Berkman, Robert M., 2004;
"Playing chess helps children develop thinking and analyzing skills, concentration, greater self-control, and self confidence." (2007)
- U.S. Former President Bill Clinton
"The ability to think several steps ahead and to work through multi-step processes is important in both chess and math. Therefore, you’d expect that playing chess would improve your ability to do those things and your mathematical abilities as well." (2009)
- Professor Eric Gottlieb, M.S., Ph.D.
[Associate Professor of Mathematics and Computer Science at Rhodes College]. Holding post-graduate U.S. math degrees from the University of Washington and Miami University, Prof. Gottlieb is a nationally-recognized U.S. field expert in enumerative and algebraic combinatorics and teaches math and computer science at graduate level -- Further Reading: [Check Mate: How Chess Improves Math Scores]
Most U.S. educators and chess professionals agree with President Clinton and Professor Gottlieb's now widely known academic views that classical chess is a relevant learning-based tool for K-12 students; and there is a wide body of peer-reviewed academic research to support their informed, expert opinions.
Our U.S.-qualified STEM advisory team| Read Bios
Yamie Chess Ltd works with post-graduate math educators, engineers and tech professionals including six math Ph.D.s.
Being educationally based on the traditional chess game, Yamie Chess® goes a step further by integrating a fantasy comic story and instructional math book with the traditional game, so that it can be successfully used to teach chess and math to elementary and middle school students.
Approved by leading Harvard and MIT math Ph.D.s for STEM learning merit, Yamie Chess® makes mathematics easy and fun for success in school. The math tool provides an educational foundation of math learning and chess strategy; being fun for children who have no prior experience of chess while still being useful to those more advanced and further down the road with their chess studies. Due to its classic chess basis, Yamie Chess® is educationally suitable for children at all levels of academic aptitude, from math phobic kids who are struggling with their academics to gifted children who are looking for a fair new challenge.
With world-class artwork designed by the international film award-winning team at Yamie Chess® Animation Studios, the educational math learning aid can also be enjoyed as bed time reading or simply a fun coloring book for younger children.
Although the overlap between mathematics and chess may not be symmetrically perfect, in considering the body of scholarly literature below, which inextricably links the practice of children playing classical chess activities like Yamie Chess® to scholastic improvements in students' math education scores, it is worth noting the view of two more nationally-acclaimed mathematics professors from Harvard University and the Massachusetts Institute of Technology.
In their joint Harvard/MIT paper, The Mathematical Knight (The Mathematical Intelligencer, Springer, Winter 2003, Volume 25, Issue 1, pp 22-34) MIT Norman Levinson Professor of Applied Mathematics, Richard P. Stanley, Ph.D. and Harvard University Mathematics Professor, Noam D. Elkies, Ph.D., reveal how many chess problems are in fact math problems "in a very thin disguise", that can be understood by applying mathematical theory. The Harvard/MIT math experts published the following educational conclusion of interest:
"Much has been said of the affinity between mathematics and chess: two domains of human thought where very limited sets of rules yield inexhaustible depths, challenges, frustrations and beauty. Both fields support a venerable and burgeoning technical literature and attract much more than their share of child prodigies. When mathematics does find applications in chess, striking and instructive results often arise."
- MIT Mathematics Professor Richard P. Stanley Ph.D. and Harvard Mathematics Professor Noam D. Elkies, Ph.D. -- Due to classical chess' proven educational merit, Harvard Prof. Elkies taught a special Harvard Freshman class, "Chess and Mathematics" from 2003 - 2006.
Referenced academic research and professional studies
 Smith, J. P., & Cage, B. N. (2000). The Effects of Chess Instruction on the Mathematics Achievement of Southern, Rural, Black Secondary Students. Research in the Schools, 7, 19-26 - Extract available online here from ERIC (#EJ644250), part of the Institute of Education Sciences (IES) of the U.S. Department of Education. (USA)
ABSTRACT: Published in Research in the Schools, a nationally-refereed biannual journal, James Smith and Robert Cage studied the effects of 120 hours of chess instruction on the mathematics achievement of southern, African-American secondary students. Analysis of covariance (ANCOVA) results show the chess playing group (11 females, 9 males) scored significantly higher than the control group (10 females, 10 males) in mathematics achievement. Having found chess improves math proficiency, the U.S. study discusses results in terms of altering students' perceptual ability. (SLD)
 Smith, J., & Sullivan, M. (1997). The Effects of Chess Instruction on Students’ Level of Field Dependence/Independence. A paper presented at the annual meeting of Mid-South Educational Research Association, Memphis, Tennessee. (USA) - Extract available online here from ERIC (#ED415257), part of the Institute of Education Sciences (IES) of the U.S. Department of Education. (USA)
ABSTRACT: A study was conducted to determine whether chess instruction would change the measure of a student's field-dependence or field-independence as determined by the Group Embedded Figures Test (GEFT) in the direction of stronger field independence. Field dependence/independence is a psychological construct referring to a global versus an analytical way of perceiving that entails the ability to perceive items without being influenced by the background. This was done by comparing. the results of pretest and posttest scores on the GEFT for 11 African-American high school students (four males, seven females) in a rural northern Louisiana school. These students had received approximately 50 hours of direct chess instruction and playing experience. Chess instruction did have a significant effect on GEFT scores for females, but not male, students. Whether this might transfer to improved mathematics achievement is beyond the scope of this study, but it is a problem worth investigating. It is logical to surmise that whatever skill chess instruction enhanced for females may have already been present for males. (Contains 6 figures and 15 references.)(SLD)
 Margulies, S. (1991). The Effect of Chess on Reading Scores: District Nine Chess Program Second Year Report - Chess-In-The-Schools, New York, NY (USA)
ABSTRACT: Students in a New York City chess program improved reading scores more than a control group. The gains made by chess players were compared to national performance and district performance. Chess players outperformed the average student in the country and the average student in the district. The gains made by chess players were statistically significant at the .01 level. Thus the chances are only one in a hundred that these gains were due to chance. District Nine in the Bronx, New York City, conducted the chess program. This study evaluated two years of this program. Teachers and chess masters provided instruction in the first year. Instruction was enhanced in the second year by the addition of computers and software supplied by IBM. Chess students in the computer-enhanced program were significantly more likely to show gains than a control group who had the same average reading scores at the beginning of the year but did not receive chess instruction. Several theories are offered to account for the gains made by chessplayers, but no conclusion is reached.
ABSTRACT: Regular (non-honors) Elementary students who participated in a school Chess Club showed twice the improvement of non-chess players in Reading and Mathematics between third and fifth grades on the Texas Assessment of Academic Skills. In fifth grade, regular track chess players scored 4.3 TLI points higher in Reading (p<.01) and 6.4 points higher in Math (p<.00001) than non-chess players.
 Celone, J. (2001). The Effects of a Chess Program on Abstract Reasoning and Problem-Solving in Elementary School Children - Southern Connecticut State University, Connecticut (USA)
 Rifner, P., & Feldhausen, J. (1997). Checkmate: Capturing Gifted Student’s Logical Thinking Using Chess. Gifted Child Today, 20, 36-39, 48., SAGE Journals, New York, NY (USA) - Extract available online here from ERIC (#EJ545960), part of the Institute of Education Sciences (IES) of the U.S. Department of Education. (USA)
ABSTRACT: (Peer-reviewed) Describes the use of chess instruction to develop abstract thinking skills and problem solving among gifted students. Offers suggestions for starting school chess programs, teaching and evaluating chess skills, and measuring the success of both student-players and the program in general. (PB)
 Ferguson, R. (1995). Chess in Education Research Summary, paper presented at the Chess in Education - "A Wise Move" Conference at the Borough of Manhattan Community College, City University of New York, New York, NY (USA)
 Vail, K. (1995). Check this, mate: Chess moves kids. The American School Board Journal, 182, 38-40, Alexandria, Virginia (USA)
 Ferguson, R (1986). Developing Critical and Creative Thinking through Chess - Federally funded research project that took place over three years (1979-82) - report on ESEA Title IV-C project presented at the annual conference of the Pennsylvania Association for Gifted Education, Pittsburgh, Pennsylvania (USA)
 Dauvergne, P. (2000). The Case for Chess as a Tool to Develop Our Children’s Minds. University of Sydney (Australia)
ABSTRACT: This article surveys educational and psychological studies to examine the benefits for children of studying and playing chess. These show that chess can:
Given these educational benefits, the author concludes that chess is one of the most effective teaching tools to prepare children for a world increasingly swamped by information and ever tougher decisions.
- Raise intelligence quotient (IQ) scores
- Strengthen problem solving skills, teaching how to make difficult and abstract decisions independently
- 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 at school
- Teach how to think logically and efficiently, learning to select the ‘best’ choice from a large number of options
- Challenge gifted children while potentially helping underachieving gifted students learn how to study and strive for excellence
- Demonstrate the importance of flexible planning, concentration, and the consequences of decisions
- Reach boys and girls regardless of their natural abilities or socio-economic backgrounds
 Whitman, N.C. (1975). Chess In The Geometry Classroom. Mathematics Teacher, 68, 71-72. - Extract available online here from ERIC (#EJ124752), part of the Institute of Education Sciences (IES) of the U.S. Department of Education. (USA)
ABSTRACT: (Peer-reviewed) A teacher tells how she uses the game of chess to introduce students to formal geometry by drawing analogies between rules of chess and deductive systems. (JP) (PB)
 Schneider, W., Gruber, H., Gold, A., & Opwis, K. (1993). Chess Expertise and Memory For Chess Positions In Children and Adults. Journal of Experimental Child Psychology, 56, 328-349. Elsevier (European) - Extract available online here from PubMed/MEDLINE (#8301242), part of the U.S. National Library of Medicine of the National Institutes of Health. (USA)
ABSTRACT: (Peer-reviewed) This paper presents a replication and extension of Chi's (1978) classic study on chess expertise. A major outcome of Chi's research was that although adult novices had a better memory span than child experts, the children showed better memory for chess positions than the adults. The major goal of this study was to explore the effects of the following task characteristics on memory performance: (1) Familiarity with the constellation of chess pieces (i.e., meaningful versus random positions) and (2) familiarity with both the geometrical structure of the board and the form and color of chess pieces. The tasks presented to the four groups of subjects (i.e., child experts and novices, adult experts and novices) included memory for meaningful and random chess positions as well as memory for the location of wooden pieces of different forms on a board geometrically structured by circles, triangles, rhombuses, etc. (control task 1). Further, a digit span memory task was given (control task 2). The major assumption was that the superiority of experts should be greatest for the meaningful chess positions, somewhat reduced but still significant for the random positions, and nonsignificant for the board control task. Only age effects were expected for the digit span task. The results conformed to this pattern, showing that each type of knowledge contributed to the experts' superior memory span for chess positions.
 Bell, T. (Former U.S. Secretary of Education during President Reagan's entire first term in office) and Thorum, A., (1972) Your Child's Intellect: A Guide To Home-Based Preschool Education, pp. 178-179. the University of Wisconsin - Madison (USA) - extract of later 1992 version available online here from ERIC (#ED355043), part of the Institute of Education Sciences (IES) of the U.S. Department of Education. (USA)
ABSTRACT: This book for parents and child care providers describes a program for home-based, early childhood education that does not use formal, disciplined instruction. The program uses the technique of "incidental teaching," which emphasizes learning activities that occur while children participate in typical daily activities, such as eating, dressing, and playing. The book is divided into 14 chapters. The first four chapters provide background information that form the program's foundation. Chapter 1 discusses techniques to help children build powerful intelligence. Chapter 2 provides general instructions and cautions, such as avoiding pressure and establishing an optimum physical environment. Chapter 3 outlines ways to think and act from a child's viewpoint, and provides examples of the ways in which reinforcement can guide teaching behavior. Chapter 4 describes ways to use household items and educational toys as teaching aids. The next nine chapters provide information for teaching children in the following age groups: the first 10 months; 18 to 24 months; 2 to 3 years; 3 to 4 years; and 4 to 5 years. Each chapter discusses characteristics of the age group concerned, offers practical teaching suggestions, and describes games and activities that use common household items as teaching aids. The final chapter outlines procedures to help prepare children for school, and includes suggestions for teaching directions and games that require abstract reasoning. (MM)
 Hong, Saahoon; Bart, William M. (University of Minnesota, Twin Cities) 2007. Cognitive effects of chess instruction on students at risk for academic failure, International Journal of Special Education (Canada), Vol 22 No.3 2007, - Extract available online here from ERIC (#EJ814515), part of the Institute of Education Sciences (IES) of the U.S. Department of Education. (USA)
ABSTRACT: (Peer-reviewed) Cognitive effects of chess instruction on students at risk for academic failure was examined. Thirty-eight students, from three elementary schools, participated in this study. The experimental group received a ninety-minute chess lesson once per week over a three-month period; and the control group students regularly attended school activities after class. The experimental group performance on the test was not different from the control group performance. However, chess skill rating and TONI-3 post-test scores were significantly correlated when controlling for TONI-3 pretest score (d = 0.29). This suggests that chess skill rating is a key predictor for the improvement of student cognitive skills. Students at risk at beginning levels of competency in chess may be able to improve their cognitive skills and to improve their skill at chess. (Contains 4 tables.)
 Hall, Ralph L. 1983. Why Chess in the Schools. (Opinion Papers) - Extract available online here from ERIC (#ED237368), part of the Institute of Education Sciences (IES) of the U.S. Department of Education. (USA)
ABSTRACT: The game of chess is recommended as a school activity. In addition to requiring that individuals become actively involved in a mentally demanding competition, its effects are stimulating, wholesome, and healthy. Several benefits accrue from the teaching and promoting of chess in schools. Chess limits the element of luck (teaching the importance of planning), requires that reason be coordinated with instinct (it is an effective decision-teaching activity), is an endless source of satisfaction (the better one plays, the more rewarding it becomes), and it is a highly organized recreational activity with clubs (leagues, team play) and elaborate systems of local, national, and international governance. In addition, chess is an international language such that players will find a friendly reception in any of the thousands of chess clubs throughout the world. A brief description of the game, comments on its appeal, and techniques to support chess in schools are provided. Techniques suggested include providing opportunities to learn and practice chess in clubs, intramural competition, credit/non-credit classes, and in teams which represent the school in inter-school competition. (JN)
 Bankauskas, Deborah, 2000. Teaching Chess to Young Children., Young Children, v55 n4 p33-34 Jul 2000 [National Association for the Education of Young Children (NAEYC)] - Extract available online here from ERIC (#EJ610286), part of the Institute of Education Sciences (IES) of the U.S. Department of Education. (USA)
ABSTRACT: (Peer-reviewed) Presents suggestions for teaching chess to young children as part of the problem-solving component of a kindergarten mathematics curriculum. Discusses the introduction of pairs of chess characters, playing challenge games with teachers to enhance skill development, and writing down the rules of the game. Notes that children's problem-solving and logical-thinking skills flourished while interest in the game remained high. (KB)
 Berkman, Robert M., 2004 The Chess and Mathematics Connection: More than Just a Game, Mathematics Teaching in the Middle School [National Council of Teachers of Mathematics], v9 n5 p246-250 Jan 2004 - Extract available online here from ERIC (#EJ765173), part of the Institute of Education Sciences (IES) of the U.S. Department of Education. (USA)
ABSTRACT: (Peer-reviewed) This article describes connections between chess and mathematics, including examples of activities that connect chess with set theory, patterns, algebra, geometry, combinatorics, and Pascal's triangle. The author observes that competitive games play a dual purpose in advancing the work of mathematics educators: to reinforce a specific skill and to develop thinking strategies. Chess is a game that serves both functions simultaneously in that it involves numerous calculations--comparative value of pieces, number of squares that can be moved, the patterns in which they move, as well as higher-order thinking involving prediction, planning, and analysis. The "Chess Effect" works on numerous levels lasting a lifetime. (Contains 8 figures.)
A: The first K-8 Yamie Chess® School Assistant in the math series is based on an exciting grandmaster game, GM Johannes Zukertort v GM Adolf Anderssen (Spanish Variation, Cozio Defense - Berlin, 1865) which interactively unfolds through the scholastic comic activity book as children simultaneously read and color the layouts, which are highly-structured around the opening, middle game and end game of classic chess. (Note: In chess, the title "GM" denotes a Grandmaster, and "WGM" means Women's Grandmaster, the highest intellectual levels in chess merit attainable)
Yamie Chess® makes the math ideas in even the most complex chess structures accessible to young children, through a cartoon universe, that facilitates visuo-spatial development, and asks children to think laterally about the algebraic and geometric concepts underlying chess patterns, teaching them to coherently weigh up evidence and approach math problem solving with a more scientific framework.
Through the loveable Yamie Chess® cartoon characters, the school assistant supports improvements in cognitive thinking, and the introduction of new math concepts to children, through their own play, engaging young minds with a fun coloring book activity, and character personalities that have direct mathematical representations to the classic chessmen.
A: Yamie Chess® contains a USA 20" x 20" tournament-sized analysis classic chess set with 2.25" squares (as used by professional U.S. chess players in all standard tournament chess games) with a beautiful cartoon integration to further children's enjoyment.
With Yamie Chess®, children who are new to the game will be given a firm understanding of the basics of classical chess in a mathematical context; learn how the pieces move through the cute characters, as well as being given a fundamental grounding in traditional chess strategy, such as castling, pins and forks, for future improvement. Children further down the road with their chess studies will have more insight into the mathematical structure of Yamie Chess®, and will also benefit from the school assistant's rigorous mathematical environment.
The next scholastic product in the Yamie Chess® School Assistant series will build on these key mathematical learning areas, and provide more intellectual development for children into the ancient game of chess. New products in the Yamie Chess® series will improve children's knowledge and ability like a school modular course; those who follow the whole series should acquire chess skills to U.S. club standards.
A: No. We are family-orientated company and we are very proud that Yamie Chess® is a wholesome and unadulterated scholastic product based in a fun cartoon chess universe, without any violence. Yamie Chess® offers children of all socio-economic backgrounds, respectful and positive role models with constructive lessons for coherently evaluating evidence, examining math problems (skills which will be transferable to the normal challenges all children face growing up); with cartoon characters who place emphasis on treating school mathematics as a friend, concentrating and working hard in school; helping children to make good progress in K-8 mathematics for college careers ahead.
Without compromising on the competitive nature of the classic chess battleground that makes the ancient game so exciting, in Yamie Chess®, all the characters in the educational comic's 'Mind Kingdom™' do battle by strategically out-thinking their opponents by classical chess only. No one gets hurt, injured or killed. There are no weapons. In essence, the Yamie Chess® School Assistant is focused on improving children's math skills, while letting children be children, and enjoy their innocent play that is not tainted with adult themes.
To symbolize the omission of violence, and peaceful nature of Yamie Chess®, the dark knight on the chess board, who is represented by the cartoon cowboy, Ochivka, wears an empty holster to represent the fact there are no guns, knives, or weapons of any sort in the story.
IN DEPTH: Meet the Yamie Chess® characters who all correspond to a classic chess piece on the traditional chessboard
Yamie Chess® carries a positive secular message of the need for respect for each other, good sportsmanship, that other people's dignity is important too, to treat others as you wish to be treated - with integrity, and also love towards animals and nature, which is all wrapped up in this cartoon chess world.
A: Please see our dedicated section on child safety. Yamie Chess® exceeds all U.S. toy industry safety standards, made with outstanding American craftsmanship; safe play being one of the founding principles of Yamie Chess Ltd as a good corporate citizen and member of the American Toy Industry Association (TIA), American Specialty Toy Retailers Association (ASTRA) and the National School Supply & Equipment Association (NSSEA).
Dedicated to our educational principles, the first school assistant is being launched simultaneously at both the NSSEA Ed Expo in Dallas, Texas in March 2014, and the American International Toy Fair in New York in February 2014. The educational comic begins in Strawberry Fields in Central Park which provides the inspiration for much of the opening sequences.
A: Yamie Chess® has teamed up with Michigan-based EPI Printers, Inc, an established printer, that has won the Sappi North American Printer of the Year three times, and been in business since 1959 with offices across Michigan and Indiana. All Yamie Chess® sets are made in EPI's domestic U.S. manufacturing facility in Battle Creek, Michigan, using American manufacturing and one hundred percent US labor.
We're very proud that over 98% of materials for construction of the scholastic math product series are sourced from within the United States.
A. Parents and teachers of children with special needs and clinical disabilities now have a powerful new educational resource in Yamie Chess®, due to the cognitive development and classical chess benefits that the math learning aid series nurtures and champions. Progress that is delivered in a fun, intuitive and approachable framework, that can be customized to each individual child's specific needs, at his or her own pace.
What sets Yamie Chess® apart from other less-tested aids however, is that Yamie Chess® is based around the classic chess educational system, which has already been scientifically proven by top U.S. universities and U.S research institutions to hold credible educational merit and value.
Blind and visually-impaired children
Yamie Chess Ltd will be releasing a specially-narrated audiobook version for visually-impaired and blind children, of the interactive math comic for supplemental K-8 STEM learning; we are also working on a braille edition available to order. Please contact us for more information.
Chess for blind and visually-impaired people can be a lifelong joy and valid intellectual challenge - tactile chess sets for the blind and visually impaired are available at an affordable cost (find suppliers in your State through the United States Braille Chess Association's website), and as Yamie Chess® is essentially classic chess with the pieces represented by cartoon characters, the educational learning aid can be enjoyed with a pre-owned tactile chess set designed for the visually impaired.
According to statistics published by The National Federation of the Blind, of the 6.6 million persons (of all ages and races) in the United States reported to have a visual disability in 2011, over 60% (about 4.2 million) have an educational attainment status of less than high school graduation.
The credible educational benefits and intellectual strengths that Yamie Chess® can provide for cognitive development for visually-impaired and blind children aged 5 and up, working with an audio CD of the interactive math comic for K-8 STEM education in combination with a specially-designed chess set, can be a useful and practical resource.