I will present some work suggesting that children selectively explore in ways that support information gain. That is, children recognize that information is valuable. However, information is also costly – and the costs themselves are informative. Across a series of studies, I will suggest that children's sensitivity to both the cost and value of information affects how they teach and learn from others – and also how they learn about others. I will discuss these findings with respect to the proposal that children's intuitive theory of action includes a "naive utility calculus".