Development of productive goal-setting among 166 children has been investigated in experiment. Four levels of formation of main goal-setting components including availability of a goal before the beginning of activity and comprehension of its result have been outlined and described. Comparison of these components' levels has shown that comprehension of a result as com-pared with the other components makes children occupy higher level. To author's thinking, the initial stage of productive goal-setting is comprehension of result of act without goal. Different types of children's behavior are described.