I'm a big fans of analogies in teaching. I think they can be useful at simplifying complex concepts. They help by putting the general ideas of a concept into more familiar forms. This is gives the student something to grasp and contemplate. The ultimate goal is that the simplified version incubates and eventually provides a foundation for the understanding of the complex concept.
The danger is that the student never gets past the analogy, and the full understanding never develops. So, analogies must be used carefully and judiciously.
With that said, I like to use analogies using kindergarteners (figuratively, not literally).
For example (my apologies to any non-chemists; this is going to get nerdy), I use kindergarteners to explain the stability provided by resonance.
The following carbanion is very unstable and highly reactive because the charge is localized on one carbon.
Whereas, this next molecule, while still quite reactive, is more stable and less reactive because the negative charge is delocalized through the pi system.
The first structure is analogous to being locked in a small room with 20 hyper adn overly energetic kindergarteners. That would be a high stress and uncomfortable situation for everyone involved. What the kindergarteners need is room to run. The second structure is analogous to being in a gymnasium with the same 20 kindergarteners. When the kindergarteners have room to run around, things are a lot less stressful. In other words, kindergarteners are nonbonded electrons.