Developing the Ability to Specify in Pre-School Age as Condition for Forming Problem Sensitivity

The article presents results of a long-term study into the specifics of sensitivity to cognitive problems in pre-school-age children. The ability of children of this age to single out significant and insignificant situational elements and details is considered to be an essential condition of the formation of the above aptitude. The article also discusses the results of a training experiment aimed at enhancing the degree of detailed elaboration in children with weak problem sensitivity.