Ontogenetical aspects of the goal-setting process, and searching activity regarded as one of the most important components of the visual-practical activity have been experimentally studied. The data obtained in the study make it possible to differentiate levels of organization and of semantic orientation of practical behavior of 3-7-year-old children in problem situations. Direct and indirect methods of teaching children to analyze problem situations have been developed by the author as well as quantitative methods of assessing different instructional devices used to promote development of the visual-figurative thinking.