Several studies have investigated human interaction using modern tracking techniques for face-to-face encounters across various settings and age groups. However, little attention has been given to understanding how individual characteristics relate to social behavior. This is particularly important in younger age groups due to its potential effects on early childhood development. In this study, conducted during the Complexity 72h Workshop, we analyze human social interactions in a French preschool, where children's face-to-face interactions were monitored using proximity sensors over an academic year. We use metadata from parent surveys and preschool linguistic tests, covering demographic information and home habits, to examine the interplay between individual characteristics and contact patterns. Using a mixture of approaches, from random forest classifiers to network-based metrics at both dyadic and higher-order (group) levels, we identify sex, age, language scores, and number of siblings as the variables displaying the most significant associations with interaction patterns. We explore these variables' relationships to interactions within and outside classrooms and across mixed and single-grade classes. At the group level, we investigate how group affinity affects group persistence. We also find that higher-order network centrality (hypercoreness) is higher among children with siblings, indicating different group embedding despite similar total contact duration. This study aligns with existing literature on early social development and highlights the importance of integrating individual traits into the study of human interactions. Focusing on 2-5-year-olds offers insights into emerging social preferences during critical phases of cognitive development. Future research could use these findings to enhance mechanistic models of complex social systems by incorporating individual traits.