This article proposes a model for a boundaryless early childhood program grounded in servant leadership and responsive to Kentucky’s regulatory and quality context. Drawing on research about boundaryless organizations, servant leadership, equity, inclusion, and program quality, the model reimagines the early childhood program as a collaborative community rather than a strictly hierarchical, compliance-driven organization (Ashkenas et al., 2015; Friesen et al., 2024; Greenleaf, 1977; NAEYC, 2019, 2020). The early childhood program maintains clear roles (director, assistant director, education coordinator, teachers, and support staff) but loosens rigid boundaries among classrooms and stakeholder groups. State licensing and Kentucky’s quality rating and improvement system, Kentucky All STARS, are viewed as collaborative partners in shared learning and improvement. Servant leadership practices, such as listening, empathy, shared decision-making, and stewardship, guide how leaders distribute authority, partner with families, and support inclusive practices for all children. This article details key organizational structures, a phased implementation plan, and a multi-level evaluation strategy. It emphasizes the importance of leadership preparation, regulatory support, quality improvement, and workforce development, all centered on equity, inclusion, and shared leadership in early childhood programs.
Akers et al. (Wed,) studied this question.