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What is the nature of human learning, and what insights can be gained from understanding early learning in infants and young children? This is an important question for understanding the human mind, the origins of knowledge, scientific reasoning, and how to best structure our educational environment. In this article, we argue for a new approach to cognitive development: rational constructivism. This view characterizes the child as a rational constructive learner, and it sees early learning as rational, statistical, and inferential. Empirical evidence for this approach has been accumulating rapidly, and a set of domain-general statistical and inferential mechanisms have been uncovered to explain why infants and young children learn so fast and so well.