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Introducing P4C in Kindergarten in Greece

Renia Gasparatou & Maria Kampeza

With support from Maria Anna Karelou, Emmanuela Lambridou, Liana Poulou and Martha Stamatopoulou

Introduction

The movement of Philosophy for Children starts with M. Lipman in the early ‘70s. University professor  
Matthew Lipman noticed that his students lacked critical thinking skills.  He suggested that, when students 

reach university age, it is rather late and difficult to teach them how to think.1  It would be wiser to undertake 
such a task at a much earlier age.  Thus, he proposed the introduction of philosophy in elementary schools.

Since then, Philosophy for/with Children (hereafter P4C) has been practiced all around the world. P4C 
takes up Socrates’ methodology of provoking philosophical conversation (referred to as “Communities of In-
quiry”) by asking the right questions or telling compelling stories.  P4C practitioners employ different versions 
of such a method.2  The triggers tend to vary: some facilitators use Lipman’s original philosophical novels; others 
use whatever story they find intriguing; others walk into the classroom with a direct philosophical question.  The 
dialogue is also performed slightly differently: most practitioners prefer peer-to-peer dialogue, while others use 
a more structured practice, having students perform different tasks.3  Nevertheless the basic idea is to rely on a 
trigger (a story or novel, a poem or song, a question or a thought experiment) in order to initiate discourse on 
philosophical topics.  And the main purpose of this activity is to teach children to think and discuss.

Experience and studies have shown that P4C programs contribute to the development of critical thinking, 
the emotional flourishing of the child, the deepening of the relation between children with their peers and those 
between children and the adults (teachers and parents).  Moreover, communities of enquiry also tend to cultivate 
democratic values.4  Children learn to defend their opinions using arguments; they are tolerant to new ideas; 
they change their mind when they are convinced; they ask and give reasons for their views.

Despite all the data that support the introduction of such a practice early in ones’ education, in Greece, 
a country that might be considered the fountainhead of democracy, P4C is rarely implemented.  In fact, any 
coordinated attempts to include the teaching of philosophy to children have been limited to research programs. 
In this paper, we will describe such a research P4C-pilot-program, which we performed in two kindergartens, in 
Patras, Greece.

P4C Even in Kindergarten?

M. Lipman’s first attempts to include philosophical dialogue in schools took place in elementary schools. 
However, the practice was soon expanded throughout the school curriculum, including kindergarten.  Today, 
many books are written specifically for such a use in pre-school education,5 while more and more practitioners 

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practice philosophy with four or five year old children.6  Current research has reported significant progress in 
children’s development of critical thinking and dialogue skills of children engaging in such programs, even in 
the age of four or five.7  This is also evident in G. Mathews research.8  Mathews records real dialogues with kids 
and vividly shows that children are natural philosophers from a very young age.  They question things around 
them pretty much like philosophers do, and they struggle for adults’ attention in their philosophical quests. 

While having different pedagogical backgrounds that affect teaching modes (content or process driven, in-
structional objectives or learning outcomes), kindergarten curricula cater for overall, balanced development of 
young children’s personality and thought.  This implies that teachers have to move from teaching isolated facts 
to organizing learning in ways that foster higher-level thinking.9 

Questions & Aims

When starting this research, we wanted to explore three main questions:

(a) First, we wanted to investigate whether a P4C program can be applied in kindergarten.  Research sug-
gests that children at the age of four or five are capable of discussing some general questions or assessing other 
people’s behavior.  Still, they are not often asked to do so.  More specifically, we wanted to see if P4C could be 
implemented in a Greek kindergarten.  Our teachers do not have the relevant expertise nor do they have much 
experience in similar projects.  In the Greek kindergarten daily schedule, group discussion normally takes place 
at the “discussion corner;” children share experiences or work on their literacy activities; usually the teacher 
reads a fairytale and asks children some comprehensive questions.  Thus, a typical discussion is restricted to 
questions that help children understand the story.  We, however, wanted to see if children at the age of four or 
five can also make general evaluations, give reasons for the heroes’ actions, put themselves in the heroes’ shoes 
and argue what they would do and why.  Also, we wanted to see if a typical kindergarten teacher, with our minor 
guidance alone, could perform such a program. 

(b) Second, we wanted to explore if the available material is sufficient for practicing P4C sessions; and 
whether the teachers could handle it properly.  In Greece only very few philosophical novels have been trans-
lated.10   We thus decided to rely on stories that one can easily find in a Greek bookstore.  It is fairly easy to 
find stories, which, even though they are not written specifically for P4C sessions, raise questions that provoke 
philosophical discussion.  Our hypothesis, then, was that we could use standard commercial material and, with 
a proper support, help teachers engage in some form of philosophical dialogue with young children.

(c) The last, but not least, hypothesis we wanted to explore was whether we would find evidence that P4C 
helps develop children’s critical thinking skills.  The problem here was to find some method of evaluating these 
discussions, so that we could measure if any progress was made concerning the child’s ability to think critically. 
Daniel et. al have done similar research in kindergartens, and they provide us with some tools that can help 
evaluate progress in dialogue and thinking.  We have been inspired by their methods of valuing linguistic cues,11 
types of dialogue12 and types of thinking.13  In this paper, however, we would like to introduce a tool of our own.

Methodological Framework

Sample

In our research the sample consisted of 30 children from 5 to 6 years of age (preschool) attending two all-
day kindergartens (15 children in each class) in Patras (a city in Greece).  Children had not participated in any 
P4C sessions before.  In each classroom there were two teachers changing shifts every week, so the same teacher 
implemented the morning session every second week.  One class was the experimental group and the other the 

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control group. 

The students of the 75th Kindergarten of Patras were the experimental group.  The 75th Kindergarten is a 
state school, placed in a low-to-middle class suburb of Patras. The control group was the Experimental Kinder-
garten of the University of Patras.  Even though the Experimental Kindergarten is a state school, most of the 
students are middle- to- upper class.  The choice of which students get admitted has, to this point, been made at 
random (by drawing names out of a box).  However, the school is situated outside Patras, within the university 
campus, and it is where most educational research programs take place.  Hence, this school is clearly different 
from the national average.  It provides an authentic learning environment to innovate, conduct research and 
teaching practice; the teachers employed there are more qualified.  For this reason, we decided to use it as a 
control group and let teachers read and discuss the stories without any intrusion from us.  Children attending 
this kindergarten are better equipped to construct a community of enquiry (teacher and children share in the 
reading of a story and discuss about their own questions).  We would consider it a success, if our intervention in 
the experimental group could match the results we would get from the control group.

Process

As was mentioned before, our research is exploratory and follows a qualitative approach.  Since one of the 
aims of the research was to explore the possibility of the integration of a P4C program in the daily schedule of a 
kindergarten class, we chose to use eight illustrated stories that teachers could easily have access to and could be 
used in order to form a community of enquiry.  We paid specific attention to the fact that the stories could chal-
lenge children’s thinking, encourage them to raise questions and provoke interactions among them on the topics 
of friendship and diversity.14  For example, one story was Something Else15 where the hero tries to be like everyone 
else but all his attempts fail to help him fit in.  When another extraordinary hero shows up, his experience made 
him accept the other’s differences.  In another story, Elmer16 the elephant who was colored patchwork all over 
(and that differentiated him from all the other elephants that were gray) realized the joy of just being himself. In 
the story The Lamb Who Came for Dinner17, the hungry wolf started to like the little lamb and found he couldn’t 
resist caring for his new friend.

The teachers of each class implemented the sessions.  We contemplated whether some of us should facilitate 
the sessions ourselves, since we were more trained in P4C, but we decided against it.  We wanted to see if teach-
ers could include it in their daily routine, and what kind of difficulties they might have.  Moreover, we thought 
that if their regular teachers facilitated the sessions, the children would feel comfortable and free to express their 
ideas and thinking.  In addition, the teachers would be more aware of the individual characteristics of the chil-
dren as well as the dynamic of each group in order to facilitate communication and exchange of ideas. 

Teachers of both the control and the experimental group had no previous experience with P4C.  We pro-
vided no training in P4C for the teachers of the control group.  We just told them that we would like to see if the 
children could discuss the stories we would give them.  We asked them to read the story as they normally would 
and discuss it with the children.  We were present while they read and discussed the story so that we could record 
the discussion.  Yet, we did not provide any instruction or feedback to the teachers before or after the reading of 
the story, nor did we interfere with the discussion whatsoever.

The teachers of the experimental group were handled differently.  We met with them twice before we launched 
the program, and we talked to them at length about the P4C movement: its history; its aims, its methods, and 
its expected outcomes.  We thus provided a short training program of P4C before the teachers started practicing 
it.  On top of that, we discussed with them twice every week during the program, before and after each session. 
Specifically, we met with the teachers of the experimental group a couple days before each session.  We discussed 
the story they would read and contemplated how they would handle it.  Moreover, we always provided a hand-
out, which reminded them of our basic instructions.  Our instructions included (a) some general guidelines and 

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(b) some suggested questions.

(a) In the guidelines we reminded them of our purpose.  For example, we would say that teachers should 
provide enough time for children to think before they speak; children should be encouraged to express their 
opinions, explain and justify those opinions; peer-to-peer dialogue should be initiated; kids should be offered a 
chance to put themselves in the shoes of the story’s heroes and defend their points of view; children should be 
able to focus on different aspects of the story.

Then, (b) we addressed the several philosophical topics of each story. Using Something Else, for instance, we 
suggested that the group might focus on different concepts: friendship, diversity and similarity or fear (among 
others).  And last, we offered some suggested questions per topic.  For example:

 If the group focuses on friendship, you may ask the children:

•	 How do they choose their friends?

•	 What makes a good friend?

•	 Should one be similar to us in order to call him / her a friend?

•	 In what aspects do we expect our friends to be similar to us?

•	 Have you ever felt that other children don’t want to play with you?  What did you do to make them   
change their mind? 

•	 If the group focuses on diversity / similarity, you may ask the children:

•	 Ask a couple to stand up and describe their similarities / differences: Are you all the same? 

•	 Show the twins (there were two identical twins in the classroom) and ask the rest if they are the same 
person or/and what things differentiate them.

•	 Are all people alike?  Do you think being different from each other is a good thing? Why?

•	 If you changed clothes, would you become someone else? 

•	 Would you like it if all people liked exactly the same things (eating only the crumb of the bread or the 
leg of the chicken)?  Would it cause any problems?

•	 If the group focuses on fear, you may ask the children:

•	 When was the last time you were frightened?

•	 What makes you afraid?

•	 What is similar to all the stories you just told us;

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•	 Is it always a real threat;

Apart from the training and the instructions for each session, we were also present during the session.  We 
recorded it and provided feedback afterwards.  We believe that, with our help, those teachers managed to facili-
tate P4C sessions quite competently. 

The P4C sessions took place each week between February and May at the same hour in the morning sched-
ule.  The experimental group facilitated 10 sessions (1 for deciding the rules, 8 in which they discussed the sto-
ries, and 1 for the concluding activity), while the control group facilitated 9 sessions (8 for discussing the stories 
and one for the concluding activity). 

In the very first session, the experimental group discussed how they should all behave in order to facilitate 
group discussions and provide better conditions for thinking.  Encouraged by their teachers, the children pro-
posed a number of rules.  These rules are an essential part of the philosophical enquiry since they keep the 
discussion organized and focused.  The rules expressed by the children in the experimental group were: 

•	 Do	not	make	fun	of	other	children.

•	 Listen	closely	to	other	children.	

•	 Do	not	harm	other	children.

•	 Raise	hands	when	someone	wants	to	talk	(so	one	person	is	to	talk	at	a	time).

•	 Be	polite	and	use	the	words	“thank	you,”	“please,”	and	“sorry.”

•	 Respect	other	children’s	opinions	and	not	say	they	are	correct	or	incorrect.	

•	 Do	not	interrupt	other	children	when	they	speak.

•	 Do	not	misbehave.

•	 Do	not	lie.

After children decided the rules, they drew some of them, with the encouragement of the teacher.  The draw-
ings were tagged to a table so that the children could “read” the rules and refer to them when they thought that 
one is not respected.  Establishing these rules help children learn to reason in a disciplined way, understand 
that different views should be respected, and to try reaching consensus and enjoying working collectively.  Only 
the experimental group had established rules.  The teacher would present the table with the rule-drawings every 
time right before the session; hanging the rules from the table was the signal that P4C was about to begin.  The 
children knew that they were now going to listen to a story and then discuss it, following those rules.

The duration of the sessions varied according to children’s concentration and interest or the ability of the 
teacher to invite children to ask questions, make comments, compare or justify.  Each session was tape-recorded 
(in experimental group the sessions were also video-taped) and transcribed in full.  The names of the children 
and of the teachers were coded in the transcripts to ensure confidentiality. 

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Taking into consideration that the evaluation instruments that were used by other researchers concerned 
older children18 or classes that implemented P4C for a long time19, we decided to use a data collection instru-
ment	inspired	by	previous	research	but	more	appropriate	for	our	group	of	children.		Because	our	intervention	
was rather brief, we decided to use some marker-words (hereafter markers) as evidence that P4C helps develop 
children’s critical thinking skills.  Analysis of the transcripts brought to light the use of these words: why, be-
cause, in order to, since, namely, hence.  We used these words as a list of criteria for analyzing classroom practice 
that indicate posing questions, reasoning, justification or explanation.

Results

The study shows that children aged 5-6 are capable of developing critical thinking skills as they used the 
markers many times in their responses.  We present the results that emerged from the analysis conducted within 
the framework of this research.  It is worth noting that children in both classes participated with enthusiasm and 
vivid interest. 

Illustrations of exchange conducted by the children are presented in the following examples:

1st Example

Child 3:…in the deep sea.

Teacher: Why?

Child 3: Because he didn’t like being in the fishbowl.

Teacher: Why didn’t he like the fishbowl?

Child 3: Because he lived there all alone.

One of the things we wanted to see is whether children could justify their views.  Here, we see that the child 
tries to justify her views (about the hero’s action) when encouraged by the teacher.  This provides her peers the 
opportunity to think about whether they agree or disagree.

2nd Example

Teacher: Look how nice that little lamb is.

Child 2: The wolf wants to eat it…since I see that he is licking his tongue.

Teacher: Is there a chance he is having a toothache (teacher showing her teeth) and…

All children: No!

Teacher: No, uh?  He wanted to eat her

Child 2: He wanted to cook her.

Teacher: Can the wolf and the lamb be friends?  The wolf wants to eat the little lamb. How can 

they become friends?

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Child 13: Because his heart was beating and he wanted to be friends with her (the lamb).  And 

because he had no other friend.

Teacher: How can they be friends, the lamb is afraid of the wolf? Tell us child 5 (child 5 raising 

his hand).

Child 5: The lamb, if she was afraid… I would try to do something in order to help her (the 

lamb) stop feeling this way.

In the above transcript, we can see the child’s effort to provide an explanation for his point of view and the 
teacher’s “trick” to help the other children get interested in his perspective.  In addition, stimulated by the story, 
the children discuss the possibility of the two-seemingly unpaired-heroes becoming friends and they provide 
reasons for their opinion.  In the last sentence, we see the child adopting the point of view of the wolf (the child 
says that if she were the wolf, she would try to help the lamb stop feeling scared) in his effort to find a solution 
to the problem under consideration.

3rd Example

Child 1: If I throw a punch in …(name of child) we won’t be friends any more, hence I will be 

sad.

Teacher: You will be sad but then, whose fault is it?

Child 1: Me.

We note that the child is offering a hypothesis connecting her action with a result and also this result with 
the way she is feeling.

In the following table we present an analysis that accounts for the number of words generated by the children 
in both classes during the 8 sessions concerning the stories used to initiate discourse.

Table 1 

Number of markers generated by the children participating in the experimental and control group.

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More exchanges indicating critical thinking in the experimental group have been noticed (a difference of 
13,24%).  Even though this is an informal test and the data were not sufficient for a thorough statistical analysis, 
one must not forget that in our control group, at least some of the students were above average.  Specifically, 
we observed a total of 154 dialogue exchanges in the experimental group.  The majority of the markers concen-
trated on the words ‘because’ and ‘why’ that indicate attempts for justification and posing questions.  It is also 
worth noting that children in both groups used the words ‘in order to,’ which reveals their effort to make their 
responses more understandable and clear. 

Having in mind that the interaction between teachers and children is important, and the fact that the way 
the children respond is often affected by the way the teachers pose their questions, we sought the degree that 
teachers used the markers as shown in the following table.

Table 2 

Number of markers generated by the teachers participating in the experimental and control group.

Teachers in both groups used the markers often.  We have to note here that all these words are common 
everyday words, frequently used in Greek language as causal connectives, and preschool children are able to 
understand and use them in their conversations.  However, the control group’s teachers used the markers to a 
far lesser extent than the experimental group’s teachers.  Teachers in both groups mostly used the word ‘why;’ 
yet, the teachers in the experimental group used all the other markers more and especially the words ‘hence’ 
and ‘namely.’ We believe the experimental group teachers used those markers more, due to their P4C training.  
Specifically, teachers, in accordance with our guidelines, asked children to give reasons for their opinions, justify 
and explain their thinking.  Our instruction and guidelines enhanced the use of these markers by the teachers 
who integrated them in their interaction with the children. 

Considering the above tables, one could claim that it is possible that the children in the experimental group 
were just mimicking the teachers when using those words.  At this point of our research, we don’t have enough 
evidence to support or contradict this view.  However, even if this is the case, one should keep in mind that 
mimicry is a way that young children learn,  so using these words affect the way they are thinking and talking. 
Providing children with good thinking skills (explaining, justifying etc), increases the possibility they would prac-
tice the same ways of thinking successfully themselves.

Discussion

According to Fisher20 the aim of P4C is “to develop the ability to go beyond the information given and to 
exchange with texts at an analytical and conceptual level.”  Results of our study show more exchanges in the 

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experimental group, despite the fact that the children participating in the control group were more qualified to 
perform the task.  In the dialogues above, we see the children of our experimental group starting to philosophize. 
Their engagement in philosophical dialogue underlines the positive effect of P4C in the development of critical 
thinking.  

Specifically, our first hypothesis is verified.  The experimental group teachers were responsive to our instruc-
tion and guidelines and managed to perform the sessions quite competently.  They encouraged children to 
discuss amongst themselves, explain and justify their opinions.  The fact that the teachers of the experimental 
group used the markers more often than the teachers of the control group is an indication that the discussions 
that took place in the 75th kindergarten were of a different type than the typical reading of a story.

P4C sessions were successfully integrated in the daily schedule of the Greek kindergarten.  In the experimen-
tal group, the discussion was more disciplined since children had established specific “rules” concerning the 
behavior they should exhibit during the sessions (e.g. “we don’t interrupt each other, we listen closely to other 
children and respect their opinion”).  Moreover, the teachers encouraged the children to take some time to think 
about what another child said; thus they facilitated the expression of agreement or disagreement and even the 
drawing of distinctions, explanations or inferences.  Thus, the children could take part in the discussion at their 
own levels and develop their abilities to reason with others.

Children in both experimental and control groups were able to take part in a dialogue, think about the 
heroes’ actions, argue what the heroes should do and why.  In addition, the teachers in the experimental group 
faced no particular problems or difficulties incorporating such an approach in their practices.  At first, they felt 
a little anxious that this kind of interaction with children was more demanding on their part.  Also they were 
worried that it would be more time consuming than an ordinary reading of the story, since there are many points 
and issues to be discussed.  As time passed, however, they thought the discussion added an interesting dimension 
to their usual mode of teaching.

Our second hypothesis was also verified.  The selected stories provided a stimulus for thinking; they suc-
ceeded in having the children’s attention focused on the particular topics (friendship and diversity).  Also, they 
gave the children the opportunity to express their viewpoints and engage in discussion – with the help of their 
teachers.  It is evident in the results of our study that even in the control group there were many exchanges using 
the markers, and this is probably because children found those issues interesting.

The results also verified our third hypothesis concerning the promotion of critical thinking skills in early 
childhood education.  From the examples presented above, it is evident that children started to think critically: 
they gave reasons for their opinions; they made judgments and evaluated their ideas; they even drew inferences. 
The guidelines and the questions given to the teachers in the experimental group enabled them to provide con-
ditions of argumentation in their classrooms and stimulate critical thinking.  So, even though the children in 
the control group were more experienced in discussing various topics, they used lesser marker words than the 
children in the experimental group.  We should also keep in mind that for kindergarten children the commu-
nication process is still under development; therefore, they can’t become automatically active participants in a 
community of enquiry. 

Encouraging justification and explanation triggers the utterance of the markers, both by the teachers and 
the children of the experimental group; P4C inspires the group to discuss, provide explanations, reasons and 
conclusions.  The use of those markers show that children started to internalize the rudiments of arguments.  
This could partly be due to the imitation of their teachers; or because of the way the teacher posed a question.  
Yet, this does not suggest that they couldn’t have done otherwise.  In any case, the fact that, when encouraged by 
their teachers, they did start to argue, reinforces our claim that P4C promotes critical thinking. 

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The study was a pilot; therefore, there were significant limitations.  First, the program was very short.  
The longer a P4C programs lasts, the greater the benefits for the community of enquiry.  Secondly, we did not 
have the time to train the teachers fully in P4C methodology; as a result, sometimes they would not ask for jus-
tification when they should.  Notwithstanding certain peculiarities of Greek education, however, we believe the 
results of this program can be used as evidence to show that more kindergartens should include such programs 
and that more teachers should become involved in P4C. We should note that the Greek school curriculum 
includes philosophy as an optional course, but only in secondary school21, for one hour per week.  Students 
are taught theories of philosophy through its history; trained philosophy teachers are rarely employed and so a 
literature teacher usually teaches the class. 

So, even though P4C programs are flourishing all over the world, in Greece there are no official attempts to 
practice P4C; only a few research programs, such as ours, have tried to practice it and only for a few weeks at a time.  
The kindergarten setting is arguably the most effective way to start including P4C programs for two reasons: (1) 
the kindergarten curriculum describes aims and goals that are in line with P4C practice (2) kindergarten teach-
ers are freer to implement new projects than teachers in other levels of education, who are constrained by strict 
curricula.

Despite the many limitations of our research program, we believe there is some initial evidence which sug-
gests that students can benefit from the inclusion of P4C programs in kindergarten. It would be ideal if attempts 
like that discussed here were to become mainstream in the future.

Endnotes

1. Lipman, M. 1982.
2. For a quick overview see UNESCO 2011a&b.
3. Tozzi, M. 2012; Goucha, M. 2007, p. 28.
4. See Lipman, 1982; UNESCO 2011a; Fisher, R. 2008; Haynes, J. 2008; Daniel, M.F. & Delsol, A. 2005; Daniel, M.F. &  

Gagnon, M. 2011; Daniel, M.F.et al.; Topping, K.J. & Trickey, S. 2007; Vansieleghem, N. & Kennedy, D. (eds) 2011 among 
many others. Also see SAPERE: http://sapere.org.uk/ (last accessed on 24/7/2012).

5. Philosophical novels, such as Sharp, A.M. & Splitter, L. J. 1999, The Doll Hospital and Making Sense of my World but also 
books proposing other kinds of philosophical trigger such as games, for example Stanley, S. & Bowkett, S.2004.

6. For an overview, see UNESCO 2011b. 
7. See for example: Fisher, 2008; Daniel & Delsol, 2005; Daniel & Gagnon, 2011; Daniel et al. 2011.
8. Mathews, G. 1980.
9. Yelland, N. et al. 2008.
10. Among them the only one suitable for pre school age is Sharp & Splitter’ s The Doll Hospital and Making Sense of my  World 

(published in one volume together with the instructions’ for teachers’ manual).
11.  Daniel & Gagnon, 2011; Daniel et al. 2011.
12.  Daniel & Delsol, 2005; Daniel et al. 2011.
13.  Daniel & Gagnon, 2011.
14.  Haynes, 2008.
15.  Cave, K.1998.
16.  Mckee, D. 1989.
17.  Smallman, S. 2007.
18.  Fisher 2008.
19.  Daniel & Gagnon, 2011.
20.  Fisher, 2001, p.67
21.  The Greek school system includes 9 years of basic education (1 year in kindergarten, 6 years in elementary school and 

3 years in high school – or gymnasium as we call it) and 3 of compulsory education (3 years either in technical school or 
secondary school – or technical lyceum and general lyceum, as we call it).

References

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Address Correspondences to:
Renia Gasparatou, Lecturer, Department of Educational Sciences and Early Childhood Education 
School of Humanities and Social Sciences, University of Patras
Rion 26500
Patras Greece
+30 2610 997552
gasparat@upatras.gr
http://www.ecedu.upatras.gr/services/site/prosopiko.php?sm=22&teacher_id=105

Maria Kampeza, Lecturer, Department of Educational Sciences and Early Childhood Education 
School of Humanities and Social Sciences
University of Patras
Rion 26500
Patras Greece
+30 2610 969305
kampeza@upatras.gr 
http://www.ecedu.upatras.gr/services/site/prosopiko.php?sm=22&teacher_id=111


