Introduction Human beings learn their environment by perceiving the processes of nature in order to imitate and manipulate them. An experiment done on the imitative capacity of human beings shows that children learn their environment better by imitating novel actions performed by the adults. Since children learn by imitation, they can over-imitate unnecessary actions that adults perform in the process of achieving certain goals. “Children have been observed to over-imitate, or to reproduce an adult’s obviously irrelevant actions in several different contexts, even in situations where chimpanzees correctly ignored the unnecessary steps” (Lyons, Young, & Keil, 2007, p. 19751). Since cognitive capacity of the children is greater than that of chimpanzees, it implies that over-imitation is due to norm learning. Therefore, norm learning explains better the over-imitative behaviours in children. Summary of Empirical Studies Empirical studies reveal that, over-imitative behaviours in children are due to demands of social norms. In the first empirical study, an experimenter conducted a novel experiment involving retrieval of marble balls from a transparent experimental set up. The experimenter demonstrated severally how to retrieve the marble balls through a process with unnecessary actions for 4-year-old children to imitate. After demonstration, the children imitated the process of retrieving a marble ball, and the experimenter noted keenly if children could precede unnecessary actions when retrieving marble balls. “Of the other 16, 13 performed the unnecessary action …compatible with the hypothesis that children have a declarative belief that the dial should be turned before retrieving the object, a belief that can be flexibly used to determine appropriate behaviour” (Kenward, Karlsson, & Persson, 2010, p. 4). Since novel apparatus were transparent, the children could have avoided unnecessary actions while retrieving the marbles. The normative learning made the children to over-imitate unnecessary actions of the experimenter. In second empirical study, the experimenter taught children how to manipulate a puppet by doing both necessary and unnecessary actions. Two groups of children, recognizing group and inventing group, manipulated the puppet according to the demonstration based on ostensive communication and incidental observation respectively. According to the findings, “…young 3-year-old children jumped to a normative interpretation of an adult action based mainly on the way it was performed in terms of its intentionality, and possibly conventionality” (Schmidt, Rakoczy, & Tomasello, 2010, p.5). The results imply that children over-imitate actions as norms necessary for achieving intended objectives when manipulating a puppet. The study also found out that children over-imitate actions more in recognizing environment as compared to the inventing environment. Thus, observation is very critical in development of normative behaviours by the children. In the third empirical study, the experimenter trained 5-year old children on how to retrieve a dinosaur toy from a container while doing both necessary and unnecessary actions. The experimenter then taught children to identify the n