Kindergarten Readiness Goes Beyond Reading and Math, Archway Academy Says

With South Carolina assessing readiness across academic, social and physical domains, Archway Academy President Tami Nix explains how play, movement and independence prepare children for school.

GREENVILLE, S.C., Oct. 6, 2026/PRNewswire/ -- South Carolina's Kindergarten Readiness Assessment measures children across four areas: Social Foundations, Language/Literacy, Mathematics, and Physical Well-Being. The framework places social and physical development alongside early academic skills, reflecting a broader view of what children need as they enter school.

At Archway Academy, the definition of readiness includes helping children build independence. Its Greenville campus provides a practical setting for that approach, with approximately 4.5 acres of park-like outdoor space that teachers use for planned learning activities as well as physical and imaginative play. "We're doing the academic piece, but we're also working on the whole child," said Tami Nix, President of Archway Academy. "Reading is important. It is the foundation for learning, but children need to have all those pieces together as we prepare them for kindergarten."

Kindergarten Readiness Starts With Independence

Early childhood education settings play a significant role in building those foundations. According to the Centers for Disease Control and Prevention (CDC), about 3 in 5 U.S. children under age 5 who have not entered kindergarten spend time in nonparental care at least weekly, placing much of their early development within childcare and preschool environments.

Kindergarten asks children to do more than recognize letters or count. They also have to manage basic routines, participate in groups, and function with greater independence. At Archway Academy, children practice age-appropriate self-help skills such as dressing themselves, managing restroom routines, participating in small-group activities and taking responsibility for classroom jobs. Teachers also work on emotional regulation and cooperation to help children become more comfortable learning and interacting with others.

"Academic skills matter, but a child also has to be ready to participate in the school day," Nix said. "If they can manage those routines and work with other children, they are better prepared to focus on learning."

Outdoor Learning Extends the Classroom

Learning does not have to stop at the classroom door. The CDC recommends two to three opportunities for outdoor active play each day and 90 to 120 minutes of moderate-to-vigorous physical activity during an eight-hour day for preschoolers. At Archway Academy, children spend time outdoors in the morning and afternoon, with opportunities for both open-ended play and learning experiences.

"Outdoor experiences are a top priority for learning at Archway Academy," Nix said. "Our teachers provide organized activities and are intentional about the learning that happens outdoors."

That can include:

• Nature and science: nature hunts using leaves, sticks and pinecones, bird watching, gardening, and outdoor science activities. Classroom Gardens provide an opportunity for students to experience where our food comes from. 
• Sensory and creative learning: sand and water activities, splash painting and other hands-on projects that use the outdoor environment.
• Literacy and group learning: circle time, group read-alouds, snacks, and other parts of the classroom routine moved outside when conditions allow.
• Movement and imagination: races, dancing, bubbles, and dramatic play that give children opportunities to move, cooperate, and create their own scenarios.

At the Greenville campus, the outdoor space includes age-specific areas and equipment, with a covered outdoor classroom that gives teachers another setting for learning and playing.

"Outdoor learning gives children room to move, touch, explore, and experience their surroundings," Nix said. "Preparing children for school should still leave room for them to learn the way young children naturally learn."

Technology Supports Learning, But Does Not Lead It

Parents may associate kindergarten readiness with how early a child can read or write, but play, imagination, and social interaction also give young children opportunities to build skills they will need in the classroom. "At Archway Academy, technology is a tool, not a substitute for play, exploration, and human connection," Nix says. "Our 4K students are introduced to simple coding through purposeful, hands-on learning experiences."

At Archway Academy, technology has a limited role in early childhood classrooms. Nix says the intent is to preserve more of the school day for conversation, relationships, and hands-on materials. That approach still incorporates a science, technology, engineering, arts, and mathematics (STEAM) curriculum through hands-on activities, while leaving room for play, imagination, and interaction with teachers and peers. "Parents want their children prepared academically, but preparation does not require a two-, three-, or four-year-old to be sitting at a table reading and writing all day," Nix said. "You miss out on being a child, and a lot of those teachable moments come from human interaction."

About Archway Academy

When Tami Nix had the opportunity to acquire a small childcare business in 1985, she saw the foundation for something more than traditional daycare. More than 40 years later, Archway Academy has grown into a multi-site South Carolina early childhood education organization serving children from infancy through four-year-old kindergarten (4K), along with after-school and summer programs. Archway Academy's approach focuses on preparing the whole child through hands-on learning, trained teachers, parent involvement, and age-appropriate experiences that support children socially, emotionally, physically, and academically. Its newest campus in Greenville extends that approach across approximately 4.5 acres of park-like outdoor space. For more information, visit Archway Academy.

References:

• Centers for Disease Control and Prevention. (2026, April 3). HIOPS for physical activity. cdc.gov/early-care-education/php/obesity-prevention-standards/physical-activity.html CDC
• South Carolina Department of Education. (n.d.). Child Early Reading Development and Education Program (CERDEP). ed.sc.gov/instruction/instructional-supports/cerdep/
• South Carolina Department of Education. (n.d.). Kindergarten Readiness Assessment (KRA). ed.sc.gov/tests/elementary/kindergarten-readiness-assessment-kra

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SOURCE Archway Academy