In the process of studying the professional component of psychological and
pedagogical competence of a teacher N. Sinyagina discovered that empathy of the
teacher along with reflection, flexibility, sociability, ability to cooperate, stimulates the
state of emotional comfort, intellectual activity, creative search, promotes mutual
understanding in relations with children. She defined a certain hierarchy in this set of
qualities: the main semantic load is the reflection, the embodiment of which in the
behavior of the teacher’s personality is empathy and flexibility. Then there is
sociability, ability to cooperate [8]. On the basis of experimental researches,
Yu. Gippenreiter, T. Karyagina and O. Kozlova, current psychologists have found that
the ability of the teacher to express the empathy of understanding, and not just the
simple empathy, is very important for children. Here we are talking about the
congruence of expression of empathy by the teacher. After all, children are sensitive to
sincerity and notice when the teacher is in a stereotyped role [9, p. 13].
The aesthetic component in the structure of the professional and communicative
culture of the future pre-school education establishment educator is very important and
is closely linked with the ethical component. The purpose of professional
communication necessitates the choice of linguistic means. The consideration of future
communication also implies the aesthetics of speech [10, p. 36]. We’re convinced that
aesthetic speech is in the desire for simplicity and conciseness. The philologist
P. Dudyk considers aesthetics and ethics of speech to be interconnected, therefore their
separate consideration can be seen as somewhat conditional [11]. It should be noted
that the works by O. Potebnya, V. Rusanivs’ky, S. Yermolenko, N. Zubets, N. Pasik
were devoted to aesthetics problems of the artistic word. However, according to
N. Mykhailychenko, there is still no comprehensive study of the aesthetics of live (oral)
speech [12, p. 128].
In the linguistic plan, as P. Dudyk notes, all units, phenomena of speech in their
essence are equivalent, and gives an example: "all phonemes are equally ethical and
aesthetic, in contrast to the vulgar, insulting meaning that has been fixed in language
and speech for a negligible number of words" [11]. Therefore, the use of the latter in
the individual speech is always a consequence of the social, ethical and aesthetic
inferiority of the individual.
Consequently, aesthetics and non-aesthetics as special notions and elements of the
mind-sensory sphere of a person to a large extent relate to language and linguistic
semantics, which is fixed in words and is perceived within the limits of a single word
or sentence, and the text.
P. Dudyk is convinced that aesthetics is a collectively oriented phenomenon,
naturally inherent to all, but individually unique. This is practically the whole phonetic
and grammatical composition of language, because in itself it is equivalent in terms of
ethical and aesthetic viewpoints [11]. L. Matsko and L. Kravets noted about the
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