The bonds of children with familiar caregivers are considered a social-emotional foundation for their development and education. Recent research demonstrates the impact of the quality of interaction experiences on the acquisition of cultural symbol systems such as language. In this context, Hannah Denker develops an integrative theoretical model regarding the relationship between attachment and the development of theory of mind. She argues that affective and cognitive development in children are mutually related and can be positively influenced through vicarious interpretations (scenes of shared attention, mind-mindedness, sustained shared thinking). Among other things, the discussion includes didactic consequences for an education-oriented design of educator-child relationships.