Play is an important aspect of behavior that shapes a child's development. Symbolic play, often referred to in the literature as "pretend play", is a type of play characterized by object substitution, the assignment of properties and imaginary objects. Theory of mind is the sociocognitive ability to understand one's own mental states and those of others. The aim of this study was to investigate whether there is a relationship between pretend play and the development of the theory of mind in children aged 4 to 6 years. For the study, the Protocol for the Assessment of Symbolic Play was developed and used in the assessment of play. Theory of Mind was assessed using the Theory of Mind Scale (Wellman & Liu, 2004). The results show that symbolic play is the most prevalent and dominant form of play in children aged 4 to 6 years, occurring in 96.9% of children. Among the main characteristics of pretend play, the most prevalent feature are imaginary objects, seen in 81.2% of children. Imaginary objects are also the dominant indicator of the complexity of pretend play in 56.3% of children. Solitary play is dominant social aspect of play, occuring in 43.8% of children. Theory of mind was assessed through tasks involving the understanding of different desires, different beliefs, different knowledge, false beliefs, and hidden emotions. The majority of children (90.6%) correctly answered the question about different desires, while the fewest children (18.8%) correctly answered the question about explicit false belief. Regarding the relationship between pretend play and Theory of Mind, the results show that children with more complex pretend play are more successful in Theory of Mind tasks. This study sheds light on the relationship between symbolic and sociocognitive skills in children, both of which form the basis for language development.