an impact on practical speech activity: the concept of the language culture (N. Babich,
S. Yermolenko, A. Koval, L. Matsko, M. Pylinsky) and the language norm
(O. Bobesyuk, O. Veremchuk, I. Zalips’ka, T. Kots’, T. Melnyk, M. Pylinsky,
V. Rusanivsky, M. Skab, L. Struganets, Z. Franko, O. Cherems’ka, G. Yavors’ka).
In the same period in the USA there is the formation of another science –
communicative linguistics, which studies the processes of people’s communication
using the living natural language, as well as taking into account all available
components of communication (physical, physiological, psychological, social, context,
situational, etc.). The concept of communication by C. Shannon and V. Weaver, the
theory of sign modeling of the language by K. Buller, the semiotic concepts of the
language by C. Pearce, F. de Saussure, C. Morris, the theory of speech games by
L. Wittgenstein, the logical and the pragmatic ideas by the analytic philosophers
(G. P. Grace, J. Leach, J. Austin, J. Searle, P. Stronson, etc.), the ideas of the speech
activity theory (L. Vygotsky, M. Zhinkin, O. Leontiev , O. Luria, etc.) played an
important role in the development of communicative linguistics.
The Ukrainian researchers addressed certain aspects of the problem of forming a
professional and communicative culture of the future educator of the pre-school
educational establishments (G. Belenka, M. Vakhnits’ka, S. Gusakivs’ka, L. Kidina,
K. Konovalova, A. Omelyanenko, Yu. Rudenko, Yu. Smolianko, V. Tarasova,
N. Tsybulyak, T. Shvets). However, a solid study of this problem was carried out by
only two scientists. I. Mazayeva [1] considered the professionally-communicative
culture as a component of the content in training a specialist and proved the possibility
of its content presentation in the program as a purposefully organized sequence of
solutions to professional communication problems. O. Maksimkina [2] considered the
professional-communicative culture of the educator as a didactic phenomenon and
identified it as "educational communication". At present, there is a need to justify and
identify the structural components of the professional and communicative culture of a
pre-school educational establishment teacher.
Research results. 1. Justification of the structure of the professional and
communicative culture of teachers at pre-school education establishments.
Considerations regarding the structure of a professional and communicative culture
were based on the functions that it carries out in the professional activity of a teacher
of a pre-school education establishment by means of rhetorical potential and rhetorical
abilities under the influence of existing social and personal values beliefs. These
functions include cognitive-communicative, axiological, perceptual and interactive.
The cognitive-communicative function is aimed at the transmission of
information from one person to another (other), axiological – it provides an active
exchange of personal values (material and spiritual), life priorities and ideals among
participants in the pedagogical process, which results in their spiritual enrichment.
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