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influence of infant attachment on the growth of theory of mind abilities has been investigated during early childhood and adolescence development (Fonagy, Redfern, & Charman, 1997; Meins et al., 2002; Repacholi & Trapolini, 2004). Theory of mind functioning, frequently referred to as mind-reading capacity, incorporates the ability to reflect about peoples ’ states of mind by utilizing specific linguistic tools. Previous research has shown that both ‘mentalizing ’ language input and attachment security are predictors of a child’s later theory of mind understanding (Meins et al., 2002; Repacholi & Trapolini, 2004). Other studies observed connections between children’s communicative competence and their theory of mind abilities (Jenkins & Astington, 1996), and between their use of mentalizing language and theory of mind understanding (Brown, Donelan-McCall, & Dunn, 1996