In this study, we investigate whether seemingly irrelevant contextual cues affect children's generosity as measured by observing decision-making in a dictator game. Past research has shown that framing matters a great deal but most of the evidence stems from adult populations. We extend existing literature by exploring the generalisability of these results in a novel population of children aged 6-11. We find that average giving is significantly reduced when the action set includes taking. These results hold when we control for children's injuctive and descriptive norms, suggesting that, in our context, it is social preferences that can provide a better explanation for the observed framing effects.