The construct autobiographical memory (AM) refers to the mnemonic skill that enables individuals to form personal memories about their lives and re-experience them. Its ontogeny can be understood from the dialectic construction of maturational processes and the cultural-historical context. This research sought to further the knowledge regarding the ontogeny of AM, especially its relationship with precursor cognitive functions--language level, theory of mind, executive functions, and the subsystems for semantic and episodic memory. The sample consisted of 25 preschoolers of both sexes. Correlation between the indexes analyses were performed. The difference between groups, and the effect of educational level on performance were verified using the Mann-Whitney test (U) and non-parametric analysis of variance factor (Kruskal-Wallis). Multidimensional ANOVA followed by "post hoc" Tukey Honestly Significant Difference (HSD) was used to verify the contrasts between instances of categorical variables. The results suggest that the developmental profile of AM for 4-6 years is complex, heterogeneous, associated with narrative skill and cognitive flexibility, as well as the quality of free recall in AM and autonomy in the recall process.