Early childhood classrooms demand considerable emotional and physical engagement from both educators and children throughout the day. At times, this can lead to stress, anxiety, restlessness, and fatigue. According to transactional theory, a reciprocal relationship exists between teachers and children in the classroom. Teachers' mental health and wellbeing directly impact children's mental health and well-being, and vice versa. This interconnectedness emphasizes the urgent need to address the mental health needs of both educators and children. Mindfulness practices can be employed as an effective tool for doing so. Embedding a mindfulness approach serves as a guiding practice, amplifying children's happiness, fostering playfulness, and infusing liveliness into early childhood education settings.