 Perhaps most striking is the ease and rapidity with which children acquire norms. Preschoolers have been found to learn norms quickly (Rakoczy, Warneken, &amp; Tomasello 2008), even without explicit instruction (Schmidt, Rakoczy, &amp; Tomasello 2011), although learning is facilitated when norms are modeled by adults (Rakoczy, Haman, et al. 2010). Children’s enthusiasm for rules—their “promiscuous normativity” (Schmidt, Butler, et al. 2016)—even appears to outstrip being sensitive to common norm-governed behavior in their social environment. Evidence suggests that sometimes a single observation of an action is sufficient for children to infer the existence of a norm, and that left to their own devices they will spontaneously create their own norms and teach them to others (Göckeritz, Schmidt, &amp; Tomasello 2014).