Digital literacy is considered the fourth analytical skill that students today should possess, and many initiatives promote its development in children from an early age. It is important to emphasize that the focus should be on using technology and understanding the basic concepts of computational thinking (CT). There is a lack of research on teaching CT in kindergarten, partially due to the absence of age-appropriate technology interfaces that would enable children to engage in more complex projects. On the other hand, CS unplugged teaching methods for fundamental computer science concepts have already been proven successful, even in kindergarten. This paper describes research designed based on Papert's experiments, focusing on using the “turtle” as a real-world object in teaching sequence, branching, and loop algorithms. The research was conducted in three kindergarten groups involving 34 children aged 3 to 6.