A systematic review of the relationship between parental mentalization and the development of thinking and language in children aged 0 to 8 years.

Abstract

The first years of life are a sensitive period in the formation of children's cognitive and language abilities, and the quality of parent-child interactions plays a decisive role in this process. Parental mentalization, as the ability to understand and interpret the mental states of oneself and the child, is considered one of the most important factors affecting the quality of these interactions. The present study aimed to systematically review studies related to the relationship between parental mentalization and the development of thinking and language in children aged 0 to 8 years. This study was conducted using a systematic review method and based on the PRISMA framework. Articles published in reputable domestic and international databases between 2016 and 2025 were searched using relevant keywords. After eliminating duplicate studies and screening based on inclusion and exclusion criteria, eligible studies were extracted, evaluated, and analyzed in terms of methodological features, research population, measurement tools, and main findings. The results showed that parental mentalization has a positive and significant relationship with language development, vocabulary expansion, linguistic comprehension and expression, the formation of symbolic thinking, theory of mind, executive functions, and other dimensions of children's cognitive development. Existing evidence shows that parental mentalization is one of the fundamental and interventionable factors in promoting children's cognitive and linguistic development. Therefore, designing and implementing educational programs and family-centered interventions with the aim of strengthening parental mentalization capacity can play an effective role in improving children's developmental outcomes and promoting their developmental health.