As has been experimentally proved in pre-schoolers the goal of practical activity does not directly determine the structure of the development of this activity: the process can be understood only in terms of a more general formation - the subject's personality. Characteristics of the goal-directed activity, reflective thinking, and need-motivational sphere have been shown to be deeply intercorrelated and determined to a certain extent by specific value orientations of the subject. Some of the latter (e. g. cognitive or learning orientation) promote goal-controlled forms of behavior, while others (e. g. play orientation) consolidate situational behavior. Personality characteristics must therefore be taken into account in educational work with pre-schoolers.