New longitudinal research suggests that finger counting may be more than a helpful habit:it could be a key stepping stone in early numeracy development

Children who use their fingers to count between the ages of four and six-and-a-half may develop stronger addition skills by age seven, according to a new study from the University of Lausanne. The findings, published by the American Psychological Association, provide fresh insight into the role of embodied learning in mathematical development and challenge common perceptions around the practice of finger counting.

The longitudinal study followed more than 200 children from preschool through to early primary school, observing their use of finger counting during arithmetic tasks and assessing their additional skills over time. The results were striking: children who used their fingers early on, but had transitioned away from the strategy by age seven-and-a-half, performed better in addition than both those who never used their fingers and those who continued using the method.

Rather than viewing finger counting as a crutch, the researchers suggest it acts as a natural scaffold, helping children move from concrete to abstract thinking in mathematics. It appears that finger counting, when supported rather than discouraged, can provide young learners with a powerful bridge to more advanced arithmetic strategies.

For educators and early learning professionals, the research affirms what many already know from experience: physical, hands-on approaches matter in early childhood education. While some educators may have been taught to steer children away from finger counting to promote mental maths, the evidence now suggests this may be premature.

Allowing children to count on their fingers and supporting their natural progression to internal strategies, can help build number sense, confidence, and accuracy. The key is to recognise finger counting as part of a broader repertoire of early numeracy tools, rather than something to be eliminated.

Finger counting may also support inclusive practice. For children from diverse linguistic or cultural backgrounds, or those with additional learning needs, finger-based strategies offer a visual and tactile way to engage with numbers and patterns.

ECEC providers and centre leaders might consider the following in light of the research:

• Embed finger-based strategies in play and routine: Use songs, rhymes and games that incorporate finger movement.
• Support educator understanding: Provide professional development on how finger counting supports cognitive and mathematical development.
• Normalise a range of strategies: Encourage children to use fingers, manipulatives, or mental strategies based on their developmental stage.
• Respect developmental variation: Understand that different children will move through strategies at different times and that progression, not uniformity, is the goal.

In a policy and pedagogical climate focused on school readiness and early achievement, it can be easy to overlook the value of simple, child-led strategies like finger counting. But as this study shows, returning to the basics may offer exactly the support young children need as they build foundational maths skills.

Finger counting isn’t a sign a child is behind it may be one of the clearest signs they are right on track.