<p>Early numeracy is a building block for later mathematics achievement in school. Recently, the use of fingers in early numeracy instruction received increasing attention as a prominent example of embodied cognition. Accordingly, the present study developed and evaluated a finger-based intervention for early numeracy skills (involving 12 sessions of 30&#xa0;min each) that (1) systematically aligns with early numeracy development on all three levels (counting, cardinality understanding, and basic arithmetic) proposed by a recent model of numerical development and (2) using fingers as primary and embodied manipulatives. In a pre-posttest intervention design, 33 5-to-6-year-old children received the finger-based numeracy intervention and were compared to children of a business-as-usual control group (<i>n</i> = 37). Results indicated a significant medium-sized beneficial effect on early numeracy, whereas no significant improvements were observed for spatial working memory or fluid reasoning. Interestingly, the number of finger users increased from pre- to posttest but did not differ between children who received or did not receive the finger-based intervention. Irrespective of group assignment, finger users consistently outperformed non-finger-users in early numeracy. Taken together, these findings highlight that finger use is a powerful and beneficial approach for fostering the development of early numeracy.</p>