These references from Dale Tunnicliffe’s Talking and Doing Science look good:
Alexander, R (2008) Towards Dialogic Teaching: Rethinking Classroom Talk. Cambridge: Dialogs.
Brenneman, K and Louro, IF (2008) Science journals in the preschool classroom. Early Childhood Education Journal, 36: 113-119
Broadhead, P (2006) Developing an Understanding of Young Children’s Learning through lay: The Place of Observation, Interaction and Reflection. British Educational Research Journal, 32(2): 191-207
Chin, C (2007) Questioning in Science Classrooms: Approaches that stimulate productive thinking. Journal of research in science teaching, 44(6): 815-843
Eschach, H and Fried, MN (2005) Should science be taught in early childhood? Journal of Science Education and Technology, 14(3): 315-336
Harlen, W (Ed) (2010) Principles and Big Ideas of Science Education. Hatfield: Association for Science Education.
Katz, P (2011) A case study of the use of internet photobook technology to enhance early childhood ‘Scientist’ identity. Journal of science education and technology, 20(5): 525-536
Katz, P (2012) Using Photo Books to Encourage Young children’s science identities. journal of emergent science, 3
Mercer, N, Dawes L, Wegerif, R and Sams, C (2004) Reasoning as scientists: ways of helping children to use language to learn science. British educational research journal, 30(3): 359-377
Pines, AL and west, LHT (1986) Conceptual understanding and science learning: an interpretation of research within a sources-of-knowledge framework. Science education, 70(5): 583-604
Sackes, M, Trundle KC, Bell RL and O’Connell A (2011) The influence of early science experience in kindergarten on children’s immediate and later science achievement: evidence from the early childhood longitudinal study. Journal of research in science teaching, 48(2): 217-235
Scribner-Maclean, M (1996) Science at home. Science and children, 33: 44-48