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Theory of Mind (ToM) encompasses a wide variety of abilities, which develop during childhood. However, to date most ToM research has focused on the single concept of false-belief understanding, and examined ToM only in young children. Furthermore, there is a lack of implementation of a longitudinal design, which examines the dynamics of the ToM construct over several years. Our longitudinal study measured the abilities of a group of 5-year-old children (n = 77) in mainstream education during three consecutive years, on aspects of ToM related to emotion understanding and false-belief understanding. The results provide support for significant improvements in emotion understanding and false-belief understanding between the ages of 5 and 7. Whereas emotion attribution was already largely developed at age 5, more intricate aspects of emotion understanding, such as understanding display rules and …