The research aims to reveal the typical expressions of cognitive dissonance and consonance among the primary-school children by their argumentations upon their deed. The relevance of the research stems from the applicability of the study of the phenomena of dissonance and consonance, which inherently emerge in the sphere of argumentation among the children who study how to play chess. Cognitive dissonance and consonance in the sphere of argumentation in the course of the game of chess are gradually transforming both into the respective reference points – relevant to the situation given, and into the emotional and behavioural manifestations – either adequately or inadequately expressed and, by the logical and inner conflict, are observed as the result of juxtaposition of the realms of emotions and logic. The present research evidences that, in the case of similar chess skills, the manifestation of cognitive dissonance, and the own argumentation as well are detectable within the domain of extroversion – emotional instability. Such children, even more than the introverts, need the school psychologist’s support. The cognitive consonance is typical of those of the children involved who are ready to gain new experience and appear to be more positively charged towards their rivals or opponents.

The article is devoted to some prospects for personal development. In contemporary societies, personal development often occurs in parallel with significant larger-scale changes of a social, socio-psychological and cultural nature. These include wars, socio-economic crises or unfavourable changes in epidemiological situations that lead to the distortion and modification of social norms and values. In such conditions, a person succumbs to uncertainty and is alienated from their environment. These phenomena are characterized by the term “social anomie”. Hence, out of all the factors contributing to personal development, professional activity significantly contributes to a person’s ability to overcome anomie and reintegrate into society.

Current paper presents the influence of academic chess activity in Armenian schools. Nowadays, people face many obstacles connected with the high quality education. This sphere forces them to implement new methods and approaches in everyday learning process. The following academic research done on research as a deliberate chess activity software testing platform for professional dynamic development of the education sector showed that the implementation of academic chess with low grade students may have positive effect. The experiment done in this paper is closely related to the inclusive education as well. Mainly this experiment showed that collaborative training or learning can be very positive when children with disabilities are integrated in the learning process.Keywords: academic chess, chess at schools, achievements of students Introduction In Armenia, further development of chess activity and its strategic importance is directly related to the fact of understanding and assessment that the population (especially young families) what is the perception of chess which can strengthen its role in the education of the rising generation. Sociological and psychological studies in terms of identifying the role of chess in society showed that positive social environment has an impact on the purposeful communication technologies, teaching and learning materials for pupils of perception, and understanding and mastering the basic processes. The impact on motivating educational environment for pupils can have a positive impact not only on academic performance but also on the development of the friendly and intimate relationship, with the help of which educational environment in fact can be turned into an educational location.

The Republic of Armenia, as a world superpower in chess, is engaged in continuous development and implementation of specific strategic programmes which are aimed not only at providing high achievements in chess, but also at: (1) modernizing the educational sphere in the Republic of Armenia; (2) increasing the quality indexes of chess education-as a basic resource in the context of global educational system; (3) considerably deepening education subjects' cognitive interests towards education through the possibilities provided by chess; (4) developing learners' educational-cognitive motivation; and (5) creating conditions for activating learners' mental potential and the abilities to expose them, as well as promoting the awareness of the social value of chess in interpersonal relations. The contextual factors of teaching and learning chess in primary schools of Republic of Armenia have been revealed and presented in this paper. A number of conclusions and recommendations for policy makers are considerably made based on analysis of big research data.

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