<![CDATA[School readiness now encompasses not only early literacy and numeracy but also a child's ability to participate in group routines and maintain goal-oriented behavior. Executive functions—inhibitory control, working memory, and cognitive flexibility—serve as a crucial conceptual foundation for understanding these dimensions. However, classroom behavior cannot be mechanically mapped as a direct reflection of these cognitive constructs. The "Preparation Center" within the BCCT approach offers opportunities for executive function-related behaviors to emerge, yet limited attention has been paid to their recurrence across different episodes. This study employed a qualitative case study design based on repeated naturalistic observations. We conducted six 90-minute observation sessions between May 4 and June 15, 2026, at the BCCT Preparation Center of Babussalam Kindergarten, involving eight children and two teachers. Three focal children (S, R, and F) were analyzed using data condensation, data display, and conclusion drawing, with inhibitory control, working memory, and cognitive flexibility serving as sensitizing concepts. Executive function-related behaviors emerged in a contextual and non-linear manner. Familiar worksheets supported goal maintenance, particularly for child S; peer interactions triggered stronger demands for inhibition and led to conflicts. Teacher scaffolding supported child F's participation but limited conclusions about their independence. Evidence of cognitive flexibility was the most limited. The Preparation Center routines revealed executive function behaviors that must be interpreted in light of task structure, peer dynamics, and adult assistance, rather than as evidence of linear development.]]>
