Evidence  

Social Cognition in Children Born Preterm: A Perspective on Future Research Directions 
Norbert Zmyj, Sarah Witt, Almut Weitkämper, Helmut Neumann, and Thomas Lücke 

Children born very preterm are at increased risk of social competence difficulties throughout childhood and adolescence. Several developmental trends were also evident including social adjustment difficulties, evidence of poorer interpersonal behaviour and suggestions that social-cognitive processing may be spared in children born very preterm, at least during early childhood. 

Parents, teachers or service providers, such as psychologists, can positively influence an at-risk child's social competence by guiding the child and giving advice and feedback by providing opportunities for social interaction and prompting appropriate behaviours. By teaching children about their emotions, they can understand and cope with them as well as interpret how peers may be feeling. 

Education 

Social avoidance in preschoolers is when a child doesn’t want to join in social activities or play with other children. While it’s normal for young children to be a little shy in new situations, if they often avoid others or seem very anxious, it might be a sign that they need some extra help. Here’s what to look for and how to support them: 

Signs of Social Avoidance: 

• Not wanting to join group activities like playdates, birthday parties, or preschool events. 

• Feeling shy or not wanting to talk to or play with new children. 

• Choosing to play alone or staying close to familiar adults instead of joining in with other children. 

• Showing signs of anxiety like trembling, crying or holding on tightly to caregivers when in social situations. 

There are several reasons why a child might avoid social situations, including: 

• Some children are naturally more cautious or shy, so they may be slower to join in. 

• Social situations can feel scary for some children, especially in new or crowded places. 

• If a child has been teased or felt left out before, they might be nervous about trying again. 

• Some children might find social situations hard to handle because of developmental or sensory challenges. 

Parents, caregivers and teachers can support a child who is avoiding social interactions by: 

• Creating a safe and loving environment where the child feels comfortable exploring social situations at their own speed. 

• Gently encouraging the child to try social activities, offering support and comfort as they do. 

• Setting a good example by showing how to be friendly and helping your child practice social skills through games and activities. 

• Teaching your child ways to manage their anxiety, like deep breathing, positive thinking, or asking a trusted adult for help. 

If you have concerns about your child’s development or social skills, speak with your early childhood professionals, such as your GP, paediatricians or mental health specialists, to identify any underlying concerns and develop appropriate interventions or supports. 

Empowerment 

Help your child feel good about themselves by focusing on their strengths, encouraging them to try new things, and praising their efforts. Give them chances to succeed in social situations, which will help them feel like they belong and boost their confidence. 

By recognising the signs of social avoidance, understanding the underlying causes, and providing targeted support and encouragement, parents, caregivers and educators can help preschool-aged children develop the social skills and confidence needed to navigate social interactions and build positive relationships with peers.  

Early intervention and support can lay the foundation for healthy social development and emotional wellbeing in the years to come. 

Useful Links 

Raising Children 

https://raisingchildren.net.au/toddlers/health-daily-care/mental-health/social-anxiety 

Source Kids 

https://www.sourcekids.com.au/supporting-children-who-struggle-with-social-anxiety/ 

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