Theory of mind is the ability to recognize and understand other people's and one's own mental states such as thoughts, beliefs, desires, emotions and intentions as well as the use of this information for the purpose of explaining and predicting behavior. This ability is extremely important because social perception skills, such as understanding other people’s thoughts and feelings, affect communication skills in real-life situations. Irregularities in the development of theory of mind have been observed in a variety of clinical conditions, including developmental language disorder. Developmental language disorder is a condition in which the child's language skills, language production and / or language comprehension are below the level expected for his age. Language plays a critical role in the development of the theory of mind. However, the role of individual language components is still not sufficiently explored. The aim of this paper was to describe the connection between language and language abilities with the development of mind theory and to answer the question of whether individual components of language influence the development of theory of mind or whether theory of mind affects language abilities. The comparison of the skills of the theory of mind in children of orderly development with the skills of the theory of mind in children with developmental language disorders enabled the conclusion about the influence of certain linguistic elements on the development of the theory of mind. The paper seeks to provide insight into how language knowledge contributes to the development of the theory of mind and how this influence manifests itself in children with developmental language disorder.