Leading Pre-K-3 Learning Communities embraces a vibrant vision that imagines a quality early childhood education for each and every child that is filled with play, creativity, early literacy and numeracy, music and art, physical activity and time to nurture, support and enhance each child's social and emotional growth. This approach is critical to lay the foundation that fosters intellectual curiosity, personal responsibility and critical life skills. Creating an aligned continuum of research-based, age-appropriate standards and practices for the education of young children from prekindergarten through third grade, or age three to grade three, is the basis of the competencies developed by principals for principals as presented in the report, "Leading Pre-K-3 Learning Communities: Competencies for Effective Principal Practice. A Guide to Support the Essential Role of Principals in Creating Quality Learning Systems." This executive summary describes the framework that the guide provides to help principals create and support connections between the worlds of birth to five and K-12 and to help them implement developmentally-appropriate teaching and learning practices to ensure successful Pre-K-3 continuums in their schools. The case studies provided throughout the guide are intended to provide practical insights for principals to draw upon to augment their knowledge about developmentally-appropriate early learning and meaningful ways to engage families. This summary discusses: (1) the benefits of early childhood education; (2) the early learning continuum for age three to grade three students; (3) pre-K-3 research and practice; (4) elements of effective Pre-K-3 Programs; (5) eight areas requiring policy action; and (6) six competencies that support effective principal practice. [Funding for this report was provided by VINCI Education and Lifetouch National School Studios, a subsidiary of Lifetouch Inc. For the full report, see ED594281.]