For the past few years, many researchers have emphasized the idea that children should not be viewed merely as individual scientists trying to comprehend their environment solely through their individual skills. Instead, they should be seen as gifted learners who extensively rely on existing knowledge held by others. While most studies concentrate on (a) explicitly conveyed information from teacher to pupil with (b) an epistemic or instrumental focus, we propose an alternative (and complementary) perspective that centers on (a) implicitly transmitted information containing (b) evaluations regarding a particular state of the world. The hypothesis we put forward is that many values deemed significant within a given group are acquired by children through a form of affective observation.