​​Social curiosity, a desire to learn about others, may play an important role in socio-cognitive development in early childhood. However, we poorly understand whether and how social curiosity is elicited. In this study, we examined the malleability of social curiosity in young children by developing a “Social Uncertainty Paradigm.” Children aged 5 to 8 (30 collected, target N = 105) were randomly assigned to one of three conditions (Social Curiosity (SC), General Curiosity (GC), or No Curiosity (NC)) and introduced two learning objectives: the new person (Sam) and new object (Apple House). Participants had 10 chances to gather information about either Sam and the Apple House. In SC, participants obtained 4 times more facts about Sam than the Apple House. The reverse was true for GC. To maximize uncertainty (a lack of information), the experimenter remarked about the difference in the amount of information they gathered. In NC, participants obtained the same amount of facts about Sam the Apple House. Next, participants’ social curiosity were measured with two tasks: Choice Task measuring their preference for learning between Sam and the Apple House and Rating Task measuring the degree to which they want to learn more about both Sam and the Apple House (5-point Likert scale). Preliminary results suggest that creating uncertainty in social information elicits social curiosity and is associated with more active information seeking behaviors to fill the knowledge gap. The current study will provide practical information that could be used for creating social curiosity-promoting environments.