Decision-making is something we do every day of our lives. Although this is a skill that we rely on predominantly as adults, it is during the preschool stage of development that all the tools and equipment are fundamentally constructed to master the tasks of decision-making and the capability to exercise good judgment. Here is where the dots get connected: This means that since decision-making is the one skill that we perform more than any other, while the fundamental elements for decision-making can only be formidably established during the 3-5 year old stage of brain development, then to understand the possibility of acquiring the groundwork to orchestrate fully informed decision-making skills that are equivalent with the full potential of the human brain, it is therefore necessary to fully understand the preschool stage of brain development. Altogether, this means that to understand and achieve the possibility of fully developing our human brains, it is a collective human project that commands understanding the natural order and natural requirements for cognitive development. We need to fully connect the preschool stage of brain development with the adult phases of intelligence and behavior applications. Additionally, we need to reverse the focus of research. In other words, rather than putting an excessive amount of work into understanding the disorders of human potential, we need to first understand the original order, patterns and sequences of development. Disorders certainly need care, compassion, attention and relief, but the shortest route for understanding and relieving the disorders and challenges of human cognitive processing is to understand the original order and natural development of full cognitive potential. The work of cognitivology is to bring awareness to the global community about the significance of preschool cognitive development – and to understand the connection between intuitive language development and intuition as the highest order of all human capabilities applicable to both intelligence and behavior. We each have our own unique abilities – – we may be smart or we may be good-hearted, but nature has designed us to be both. You may want to teach a person to fish, out of the goodness of your heart, so that he or she can be the prophet of their own life’s destiny – but you do need to know how to fish if you are to bring that knowledge to another human being. The heroes of our world are to be highly commended for the labors and goodness they bring to the lives of others, but to reach the next level of global “consciousness”, which is merely a auxiliary means toward achieving full potential of human intuition, we must provide people an opportunity to become the heroes of their own lives. To do this, we must begin with the elements of authentic preschool development — as nature has deemed and encoded what the preschool foundation for development actually is, which is the starting point for our most applied daily skill throughout our lives; the art and anatomy of decision-making that is dependent upon the natural requisites for preschool intuitive-cognitive development.