In this paper we present a theoretical framework sociocognitive devoted to the study of knowledge construction of the physical world in children of 5-7 years. The framework consists of a joint theoretical elements (representations, precursor models, objectives-obstacles, mediation and tutoring) produced by the theories of social interactionism, social psychology and the development of cognitive functioning and results research into the teaching of physical science, recognize the importance and role of social interaction in the development of cognitive operations and learning. This article also presents some of the most significant results of research on various aspects of the approach. The discussion of these results can help to make clear the assumption that both the construction of knowledge of physical phenomena as the creation of school activities are necessary and effective at the age of 5-7 years.