Young children are biased to select novel, name-unknown objects as referents of novel labels (e.g., Markman, 1990) and similarly favour novel, action-unknown objects as referents of novel actions (Riggs, Mather, Hyde & Simpson, 2015). What process underlies these common behaviors? In the case of word learning, children may be driven by a novelty bias favouring novel objects as referents (Horst, Samuelson, Kucker & McMurray, 2011). Our study investigates this bias further by investigating whether novelty also affects children’s selection of novel objects when a new action is given. In a pre-exposure session, 40, three- and four-year-olds were shown eight novel objects for one minute. In subsequent referent selection trials children were shown two pre-exposed and one super-novel object and heard either a novel name or saw a novel action. The super-novel object was selected significantly more that the pre-exposed objects on both word and action trials. Our data add to the growing literature suggesting that an endogenous attentional bias to novelty plays a role in children’s referent selection and demonstrates further parallels between word and action learning.