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Educational Robotics is increasingly used in elementary-school classrooms to develop students' algorithmic thinking and programming skills. However, most research appears descriptive and lacks experimental evidence on the effects of teaching interventions using robotics to develop algorithmic thinking. Using the robots Dash and Dot, this study examined algorithmic thinking development in groups of children aged 6, 9, and 12. The results showed a statistically significant main effect between the age of students and algorithmic thinking skills and a statistically significant main effect between intervention and algorithmic thinking. In conclusion, the findings underscore the necessity of providing learners with structured, scaffolded activities tailored to their age to effectively nurture algorithmic thinking skills when engaging in Dash and Dot activities. [For the full proceedings, see ED636095.]