CHILD DEVELOPMENT PERSPECTIVES A ‘‘Multitude’’ of Solitude: A Closer Look at SocialWithdrawal and Nonsocial Play in Early Childhood

It has long been argued that social withdrawal in early childhood is a risk factor for later socioemotional difficulties. However, in recent years, researchers have begun to make distinctions between types of social withdrawal in young children, including shyness, social disinterest, and social avoidance. In this article, we review the literature on multiple forms of social withdrawal in early childhood. In particular, we focus on (a) theoretical and empirical distinctions between shyness, social disinterest, and social avoidance; (b) links between these constructs and children’s social and nonsocial play behaviors with peers; and (c) implications for children’s psychosocial adjustment. As well, we provide suggestions for future research, particularly on the relatively understudied construct of social disinterest and the virtually unexplored phenomenon of social avoidance. KEYWORDS—solitude; nonsocial play; social withdrawal Parents, teachers, researchers, and clinicians have long been concerned about children who refrain from social interactions in the presence of peers. Despite some historical downplaying of such concerns (e.g., Kohlberg, LaCrosse, & Ricks, 1972; Morris, Soroker, & Burruss, 1954), the unique benefits of peer interaction in early childhood are well established. Moreover, it is now widely accepted that young children who do not frequently interact with peers are at risk for a host of later socioemotional difficulties (see Rubin, Bukowski, & Parker, 2006, for a recent review). Adult personality researchers have long made distinctions between different traits that may lead adults to seek solitude (e.g., Bruch, Gorsky, Collins, & Berger, 1989; Cheek & Buss, 1981). For example, Eysenck (Eysenck, 1956; Eysenck & Eysenck, 1969) differentiated between neurotic shyness, involving self-consciousness, insecurity, and anxiety in the face of social interactions, and introverted shyness, where the individual would rather be alone but could be an effective participant in social interaction. Rubin (1982) originally proposed a distinction between two potential processes (external or internal influences) that may underlie children’s lack of social interaction. Actively isolated children play alone because their play partners do not wish to interact with them. Thus, the influence is external (the child is isolated by others). Actively isolated children tend to be less controlled behaviorally, tend to be socially immature, and are more likely to display externalizing problems such as aggression (e.g., Rubin & Mills, 1988). In contrast, socially withdrawn children isolate themselves from their peer group. Social withdrawal arises in this case from internal factors, with the child opting (for some reason) not to interact with available peer playmates (Rubin & Asendorpf, 1993). More recently, Rubin and Coplan (2004) have described social withdrawal itself as an umbrella term for the different reasons why children might choose to play alone. Some children may withdraw from social interactions because they are shy, and although they may want to play with others, they also experience Correspondence concerning this article should be addressed to Robert J. Coplan, Department of Psychology, Carleton University, 1125 Colonel By Drive, Ottawa, Ontario, K1S 5B6 Canada; e-mail: [email protected]. 26 # 2007, Copyright the Author(s) Journal compilation # 2007, Society for Research in Child Development Volume 1—Number 1, Pages 26–32 social fear and anxiety. Other children may engage in less social play because they are socially disinterested (or unsociable) and may simply prefer to play alone. Still others may be socially avoidant and not only desire solitude but actively avoid social interactions (Asendorpf, 1990). In this article, we review the literature on multiple forms of social withdrawal in early childhood, focusing on (a) theoretical and empirical distinctions between shyness, social disinterest, and social avoidance; (b) links between these constructs and children’s social and nonsocial play behaviors with peers; and (c) implications for children’s psychosocial adjustment.