for the formation of others, are: love for children, communicativeness, and the ability
to feel others – empathy" [6, p. 68]. The author notes that a strong, balanced extroverted
type of higher nervous activity appears to be the physiological basis for their formation.
Figure 1. The structure of the professional and communicative culture of a pre-
school education establishment teacher
Source: developed by the author
Relying on the definition by O. Fenina that "empathy is the aesthetics of activity:
compassion, advice, help, cooperation, correction of defects, deviations, indifference,
evil, and other negative manifestations" [7], G. Belenka suggests that for a number of
professions, including pedagogical ones, empathy is not aesthetic design of the
professionalism level, but the basis for its acquisition [6, p. 69].
Professionally-communicative culture
normative
component
communicative
component
empathy
component
ethical and
aesthetic component
linguistic
competence
(L. Matsko)
morphological
norms
syntactic
norms
stylistic norms
lexical norms
orthoepic
norms
accentological
norms
communicative
literacy
(F. Batsevich)
communicative
competence
type of linguistic
personality
individual
style of
communication
ability to
empathy
congruence
form of
empathy
(compassion)
manifestation of
empathy
(hearing,
attentiveness,
understanding,
memorization)
aesthetic
speech
nonverbal means
of communication
(extralinguistics,
prosodic, kinesic,
appearance)
communicative
and rhetorical
qualities
(meaningfulness,
relevance,
accuracy, logic
and consistency,
correctness and
purity, richness,
expressiveness
and imagery)
speech etiquette,
ntetiquette
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