Early childhood educators play a significant role in creating social and emotional learning environments for children. Therefore, it is important that early childhood educators stay mindful to provide responsive and sensitive care and education for young children. The goal of this study is to examine to what extent five facets of teachers’ mindfulness (i.e., observing, describing, awareness, nonjudging, and nonreactivity) are associated with children’s social, emotional, and behavioral functioning, measured by anger/aggression, anxiety/withdrawal, social competence, and behavioral self-regulation. (author abstract)