typological (the study of individual-typological determinants of styles, their
differentiation, the identification of system-forming characteristics, construction and
description of typologies) and purely individual (understanding the uniqueness of each
individual) [17].
Individual styles of communication were investigated by various scholars, and
depending on the scope of the communicants and scientific approaches different styles
were identified by them: 1) E. Rudensky: creative, productive, friendly, distant,
oppressive, populist, flirtation style, demanding, business and positional
communication style, the basement of which are the moral and ethical settings of
personality and assessment of socio-ethical attitudes of society [19]; 2) V. Latinov:
alienated, submissive, balanced, caring and powerful style of communicative behavior,
distinguished on the basis of two factors: domination – subjugation, friendliness –
hostility [20]; 3) M. Koval: dominant, soft, status-role, personally-open, friendly,
aggressive, harmonious (system-holistic) communication styles, emphasizing the
dependence of the communication effectiveness on the ability to move flexibly from
one style to another, more adequate to the situation [18, p. 11]; 4) R. Norton: dominant,
dramatic, controversial (aggressive), calming, impressive, accurate, inspiring,
attentive, sociable, open [14, p. 190]; 5) V. Satir: a blammer (a person who constantly
accuses and threatens others), a placator (a person who always pleases), a computer
(non-emotional type, a thinker), a distractor (never answers the questions in essence, is
constantly distracted ), an inappropriate person, a harmonious person [21, pp. 283-
284]; 6) A. Borichev: assertive (free, non-manipulative communication), non-assertive
(passive), aggressive [22, pp. 63-64]; 7) T. K. Gamble, M. Gamble: styles: A (formal
approach), B (seek but fear of interpersonal relationships), C (people who are confident
in the correctness of their thoughts, but practically do not pay attention to how they
affect others and how they are perceived), D (sincere, open, sensitive to the needs and
beliefs of other people). At the heart of this understanding – the concept of self-
awareness, explained through the so-called "Johari window" [23, pp. 340-350].
The manifestation of the empathic component of the professional and
communicative culture of a pre-school education establishment teacher is the form of
empathy directed at the other, different types of listening, the level of the linguistic
personality, taking into account the style of communication, congruence. Thus,
empathy can be directed both to himself / herself and to another person, and this
determines the forms of its manifestation. For the pre-school education establishment
teacher in professional terms, emphasis is on empathy aimed at another person. We use
the beliefs of I. Shtrykh regarding the designation of such a form as compassion or
empathy. Compassion reflects the experience of another, yielding to to his own. This
form of empathy takes place in a situation where the partner's position is perceived,
moral impulses are being actualized in his favor and a desire to help him arises [24,
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