This paper deals with the characteristics of social functioning in children with autism spectrum disorder (ASD) in early and preschool age, with special emphasis on the challenges they face in social interactions. Children with ASD often have difficulties in understanding and interpreting social situations, which complicates their inclusion in play and the formation of relationships with peers and adults. Difficulties in verbal and non-verbal communication further contribute to the reduction of quality social interactions, while sensory hypersensitivity is often associated with withdrawal from everyday family activities and other social situations. Early recognition and appropriate interventions, structured and semi-structured programs, approaches, and methods can contribute to the improvement of their social and communication skills and adaptation in social environments. Support from the social environment represents a key element for inclusion and participation, with family, peers, and professional staff being the most significant. The role of the family and educators is recognized in providing support and creating a stimulating inclusive environment that allows children with ASD to practice and apply social skills in everyday situations. Through participation in therapeutic processes and support programs, the family can significantly contribute to the social integration of children. It is a partnership between the family and professional support in adapting the educational system and approaches to everyday activities.