Perceptual function is seen in the interpersonal perception, that is, the social perception
of the speaker and listener. The interactive feature is manifested in the desire to control,
regulate, that is, to organize, as desired, the behavior of communication partners.
The greatest positive influence of interpersonal communication on the
participants, according to a number of scientists (V. Grinyova, L. Zanina,
S. Zolotukhina, F. Khmil), is probable mainly with the possibility of their self-
disclosure and self-affirmation. We use the opinion of V. Pasynok about the need for
each participant of communication to feel attention, respect, and understanding from
the interlocutor. This will contribute to the autonomy of the interaction subjects, the
uniqueness of the individual with the right to own opinion and belief [3, pp. 58-59].
Determination of the structural components of the professional and
communicative culture of a preschool education establishment teacher is based on the
research conducted by the scolars, as well as on features and requirements for the
profession of educator at the pre-school education establishment. Also, the purpose and
tasks of the educator’s professional activity, the means of organizing and implementing
the educational and upbringing process in the establishments of pre-school education
were taken into account. Therefore, mandatory structural components were defined as
normative, communicative, empathic, ethical and aesthetic, each of which contains
certain components (Figure 1).
The normative component is included into the structure of a professional and
communicative culture based on the position of linguists regarding the norms inherent
in the Ukrainian literary language, which serves all spheres of human life, and
professional in particular. They, as L. Matsko points out, are the basis for regulation,
streamlining and unification of the universal language, which covers not only the
literary language, but also territorial and social dialects, vernaculars, etc. [4, p. 20].
Professional communication should be based on a definite purpose, the allocated
pragmatic conditions of communicative act, selected and properly organized speech
means. The speaker's intentions predetermine the formation of a communicative
strategy with tactics inherent to it, thereby enriching the speaker with a combination of
knowledge about the effectiveness of specific communication tactics, their influence
on the implementation of the relevant communication strategies. This causes the
inclusion of the communicative component in the professional and communicative
culture of the pre-school education establishment teacher.
The empathy component took a place in the structure based on the research by
K. Rogers about the role of empathy in education and upbringing [5] and G. Belenka,
who refers the empathy to the main professionally important internal qualities of the
individual, which are the psychological prerequisites for the formation of professional
competence of future educators [6, p. 65]. G. Belenka remarks: "The main professional
qualities that are part of the professional competence structure and are a prerequisite
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