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The literature has demonstrated the key role of the parent’s mentalization, sometimes called “parental reflexivity,” in the socio-emotional development of the child. This study explores the links between parental reflexivity assessed using the PRFQ (Parental Reflective Functioning Questionnaire, 2017) and nine parenting practices measured with the EPEP-PPSF (Evaluation of Parental Educational Practices – Preschool and Primary Form, 2009) in 359 parents of children aged two to five years. The “interest and curiosity in mental states” dimension of the PRFQ is more correlated with so-called positive parenting practices. Clinical implications, limitations, as well as suggestions for further studies are discussed.