Autobiographical memories allude to those memories that constitute our personal essence, this is so when allowing us to travel mentally back and to recreate the events previously experienced. This means, this type of memory allows us to maintain a temporal sequence and, finally, an identity. However, its appearance, as a cognitive process, is usually quite late, because only by age of 4 do we began to realize some events we experienced before. Thus, various cognitive processes develop earlier in the evolutionary process. However, it was the interest of this research, to investigate, specifically, its involvement with the development of language and theory of mind in progress obtained in the acquisition of autobiographical memories along the third and fourth year of life. In order to achieve our goal, a descriptive-correlational study was performed, in which 80 children from kindergartens in the city of Medellin, from socioeconomic strata 3 and 4 were tested. A task was designed to assess autobiographical memories and to apply standardized tests to assess ToM and language, which were performed during two sessions (with about a week between the two). Although a statistically significant relationship between autobiographical memories and ToM was found, it was not possible to establish the latter as a strong predictor of such development. However, despite the theoretical approaches of different authors, no relationship between autobiographical memories and language was found. © Revista Colombiana de Ciencias Sociales.