The idea that implicit and explicit mindreading form a continuum is controversial. This paper presents a systematic review of longitudinal findings on the development of mindreading in children to compare the main theoretical explanations of this capacity (enrichment and conceptual change theories, submentalizing theory and two-system theory). The longitudinal findings on the predictive relationships between implicit and explicit measures of mindreading demonstrate a continuum between children's implicit and explicit capacities to understand others' mental states. Moreover, the findings support the theory of continuous conceptual enrichment and change and provide evidence against submentalist theories. This paper proposes that implicit mindreading is based on the interactive processes of joint attention and shared intentionality that precede explicit mind comprehension. [Translation from English by Mary Black. ]