The paper deals ith the aspect of age when developing a goal-setting ability in the context of competence approach. The study shows that this ability initially involves distinguishing the original justification and clarifying the essence and nature of the development object (clear understanding of the developed ability); understanding of the prerequisites and origins for ability formation; analysis of the psychological and pedagogical conditions enabling the development of ability. The paper is aimed at providing theoretical justification of studying goal-setting ability and giving substantial characteristics of goal-setting process. The paper uses the structure of the goal-setting ability proposed by the authors, which assumes further theoretical and practical study of psychological features and functions of these components among students at each stage of ontogenesis. Studying the mechanisms of ability development within ontogenesis seems to be productive in the context of the major student activity and mental structures. Therefore, the development of goal-setting ability goes through the whole educational process. The process of ability formation includes joint activities of teachers and students in terms of defining and setting goals and involves a certain level of skill. The paper describes a psychological study of the empirical and productive goal-setting at various stages of mental development (early childhood, primary school age, adolescence, youth). The authors have investigated the correlation between the structural components of goal-setting and certain age peculiarities.
celepolaganie, sposobnost' k celepolaganiyu, veduschaya deyatel'nost', psihicheskoe novoobrazovanie, kompetentnostnyy podhod
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