Spontaneous development in younger schoolchildren of the ability to move independently from concrete-practical tasks to formulation and solution of instructional tasks has been studied (instructional tasks are considered at that basic elements of learning). Experimentally revealed stages of the process as well as new developments in the learning activity of a schoolchild corresponding to them are described. Besides that some empirical data is presented which demonstrates the effect of a task's formulation on the attitude to it on the part of schoolchildren. It has been found out that the rate of development of the considered ability is influenced also by the organization of learning activity in primary school.