The goal of this study is to explore chess teachers perceptions of the transformation of childhood in the context of cultural-historical psychology, their views on traditional and innovative aspects of chess education, and their impact on the internalisation of value orientations, as well as on the development of childrens socialisation and cognitive functions. Methods. The empirical part of the study is based on a survey of 104 chess teachers working in Armenian schools. Both quantitative methods (factor and correlation analysis) and qualitative methods (content analysis of open-ended responses) were employed. Particular attention is given to how teachers themselves perceive developmental changes in children, the transformation of value orientations, and their own role in fostering children's agency. The results. Teachers view chess as a symbolic activity through which children learn to plan, forecast, and analyze the consequences of their decisionsthus acquiring essential cross-curricular skills.
Gevorgyan et al. (Mon,) studied this question.