Social cognition is a very important group of neurocognitive processes involved especially in social functioning; currently, the amount of research on this topic is increasing and suggests some considerations about its assessment, particularly in the child population. This article presents some of these considerations focussed on the theoretical models, the type of instrument and some suggestions for the assessment processes. Specifically, four considerations are proposed: to be clear about the purpose of the assessment, to identify the domains of social cognition and the instruments to assess them, to consider the approach to the assessment and to analyse the role of the cultural and social context, all these keeping in mind the children's benefit.