This paper presents findings that children at 3-5 yrs already engage in efficient information seeking processes. The argument is that, given the right kinds of tasks that don’t require higher-level verbal or mathematical abilities that they may not have but that aren’t necessarily relevant to the presence of the active learning ability anyway, they can demonstrate this ability. This is very interesting, but I’m also curious about the inverse perspective: how might the verbal and mathematical developmental shifts be related to potential shifts in active learning itself? For example, are the two verbal developmental milestones mentioned in this paper — the ability to efficiently select among questions (present at 4-5 yrs), and the ability to also generate them (present at 7-10 yrs) — somehow linked to specific developmental gains in the domain of active learning, or are these more independent mechanisms recruited by that domain? To me, it seems that the ability to generate questions demonstrates not only a verbal development, but also a more advanced information-seeking ability — “I can identify those elements, put them together in various specific ways, test them, see if it works out or not, and keep going this way…” — , and likely also increased curiosity and motivation to learn about the world overall.