Creative potential is a cognitive potential reflecting to which degree an individual can generate novel and useful things and ideas. The early development of creative potential is shaped by parenting behaviors and incubated in parent-child relationships. However, little research has examined specifically how this development occurs during the preschool years in Chinese children and how parental verbal comments related to a child's mental states (i.e., mind-mindedness) are predictive of this development. Thus, the first aim of the current study is to examine whether maternal mind-mindedness in toddlerhood predicts child creative potential during the preschool period. Moreover, as in toddlerhood mothers give comments on various mental states of a child (e.g., desire, cognition, and emotion) with different frequencies, we surmise that young children might have different levels of need for those maternal verbal inputs. In turn, those comments may exhibit different developmental relevance to children's cognitive outcomes including creative potential. Therefore, the second aim is to examine whether maternal comments on desire, cognition, and emotion might potentially differentially predict child creative potential overtime. Furthermore, previous studies have shown that the influences of early parenting behaviors are relationship-dependent to some extent, further suggesting that how maternal mind-mindedness and its corresponding components foretell child later creative potential may be different for mother-child dyads with varying levels of attachment security. Therefore, the third aim of this study is to examine whether mother-child attachment security might moderate the longitudinal association between maternal mind-mindedness (or the comments on cognition, desire, and emotion) and child creative potential. Drawing from 92 children and their families (boys = 39, girls = 53), we coded mother-child attachment security in the Strange Situation task at 14 months. At 25 months, maternal mind-mindedness and its components including comments on desire, cognition, and emotion were observed in three 5-min free-plays. At 61 months, child creative potential was assessed by the Thinking Creativity in Action and Movement Test. Results were found that maternal mind-mindedness at 25 months was positively associated with child creative potential at 61 months. This association was further moderated by 14-month attachment security, showing that for children who were relatively securely attached to the mother, no association was found, whereas for children who were insecurely attached, maternal mind-mindedness was positively associated with child creative potential. Although the three specific components of mind-mindedness were not directly related to child creative potential, similar moderations of 14-month attachment security were found for comments on desire and comments on cognition, indicating that for children who were insecurely attached, maternal comments on desire or cognition could scaffold their later creative potential, whereas such scaffolding of maternal mental state comments were less effective for children who were securely attached. Taken together, the current findings suggest that maternal mind-mindedness could facilitate child later creative potential in early childhood, yet the strength of this positive association depends on the security of mother-child attachment. Therefore, our research is informative for future interventions and education programs. It is possible that young children with poorer parent-child relationships could benefit more from the verbal inputs of parents than their peers for having their creative potential facilitated.