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Tracing The Little Black Fish... 

Establishment Statement

We need such a fairy tale where…
Snow White is bored behind the palace walls and decides to be a happy cotton producer…
Cinderella meets her sweetheart even if it passes 24:00 or even she is barefoot…
Pied Piper of Hamelin sets up an orchestra with the mice and return to the village…
The Little Match Girl starts the day with laughter and closes with laughter again…
The ants take a break to strum the saz and cicadas are curious about ecological agriculture…
Those who save the world are not always men…
Dragons get bored of kidnapping princesses and finally resigned of doing that…
Kings and queens are poor but happy…
The big fishes do not attempt to eat the little ones…
Precisely because of the need of creating and following these new fairy tales’ scenarios all together, of breathing or even of being the breath itself, we got enlightened with the principle of being “another” and established this school very enthusiastically.
We hope to change by bonding with the child, the tree, the hedgehog and the fairy tales.
March 2009

Pluralist Approach

A pluralist, colorful, diversity-based universe regarding child-child, child-teacher and child-space relationships.

Peaceful / Critical Friendship

Child-teacher friends who can listen to each other, look out for the other and think together.

Democratic Pedagogy

A learning environment that embraces child participation and thinks of individual authenticity and collective skills together based on the ability of being a part of diversity and solidarity.

Ecology-Inspired School

The idea of a school that does not only belong to human beings. It’s indeed a “neighborhood” influenced by the “collective approach” towards living with other beings, transforming and experiencing through creative skills and environment.

Creative Criticism

The practice of thinking about realistic alternative solutions with dreamy and self-directed criticalness of the world, social system and pedagogy.

Collaboration of Curiosity

A context that follows the common curiosity of the child and teacher, embracing creative effort as a source of learning.


An effort to understand the locality of the place with children, teachers and other living beings and collective energy of these components.

The Idea of Community

A school based on community culture in which the child is not just a “student”, family members are not just “parents” and employees are not just “those who serve”; indeed, it values cultural and emotional connection between child, family and school as well as their interaction and participation.


A sensitive approach that would not discourage self-learning and leads to child’s ability to meet their own needs and experiences.

Early childhood is a period of rapid growth, and sometimes you may even observe significant changes in a day.  

Yedi Iklim believes that all special days should be approached regarding children’s semantic and world knowledge.

Because, it is too hard for people to be happy, be at peace with themselves and others or love themselves and others without having the right to speak within their community.

 It has become a social issue to seek for clean, healthy and chemical-free food in a world in which urbanites overshade villagers, best-looking fruits overshade ugly and wormy ones and white bread overshades homemade village bread. 

Child Participation

Discussing issues related to children regarding the principle of child participation refers an inclusive approach based on the idea that everyone’s opinion is of equal value, while enabling adults to step out of their own scenarios.

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Ecological Approach

Yedi Iklim considers the concept of ecology as a learning experience immanent in the school, which refers to the relationship between child development and padagogy based on an ecological structure. In other words, ecology is the main motivation.

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School Traditions

Walking by the Streams


Swap Meets

Rail Journeys

Noah’s Pudding Festival