This study examines the development of Executive Functions in early childhood schools in Brasília, focusing on how teachers’ educational practices influence children’s ability to set challenges and regulate their behavior intentionally. The authors analyze classroom interactions, categorizing educational situations as semi-structured, structured, or directed. Their findings reveal a predominant emphasis on primary school–oriented skills, with activities often involving academically focused object use. A key observation is the high degree of teacher control, which restricts children’s participation to predefined goals, limiting their autonomy. Conversely, some activities lack sufficient structure, leaving children to navigate overly open-ended tasks without guidance. Despite this, children demonstrate creativity and self-regulation in activities such as sticking paper flags and reading books, transforming tasks into personally meaningful challenges. The teachers’ pedagogical approach stems not from negligence but from training systems rooted in primary education norms and cultural practices. The authors suggest that early childhood education in Brasília could benefit from alternative models, such as those observed in other studies, to better foster EF development through balanced guidance and child-centered learning. This chapter highlights the need for professional development aligned with early childhood pedagogical principles rather than primary school methodologies.