pp. 178-179].
A manifestation of empathy is a hearing. As an intentional process, it cannot
happen automatically. It is a purposeful, organized human activity in communication.
According to F. Batsevich, the semantics of the verb "to listen" is marked by an active
process, and the semantics of the verb "to hear" captures only the process of perception,
that is, "passively perceive by hearing". The scientist to the elements of the hearing
relates hearing, attention, understanding and memorization [14, p. 101].
Among the types of hearings, identified by the scholars, [14, p. 102] we consider
the following as professionally important for a teacher of a pre-school education
establishment: 1) a careful thoughtful hearing, the purpose of which is to understand
and memorize professionally important information at meetings, seminars, advanced
training courses etc.; 2) empathy, which promotes friendly relations between people,
due to the fact that the listener seeks to enter the speaker's situation and perceives his
words through the prism of his (speaker’s) experience; 3) critical hearing, which
facilitates the differentiation of the heard information content, uncertainty in its
reliability, tendentiousness, and one-sidedness. Hearing for the sake of satisfaction is
significant in the personal sense, because this type of hearing is used when listening to
music, watching performances, talking at friendly parties, and so on.
The expression of empathy, in our opinion, depends on the personality traits of
communicants, the grouping of which gave grounds to S. Sukhikh to distinguish three
types of individuals: harmonious, conflict and impulsive [25, pp. 50-54].
Congruence is another form of empathetic manifestation. It is understood as a
state of integrity and absolute sincerity, when all parts of the individual work
organically and are aimed at one goal.
The manifestation of the aesthetic component of the professional and
communicative culture of a pre-school education establishment teacher is the masterful
use of communicative and rhetorical qualities of speech, speech etiquette and
netiquette, and nonverbal communication. Undoubtedly, the speech of a pre-school
education establishment teacher will be a standard, an example for imitation both by
children and their parents, therefore, meaningfulness, relevance, accuracy, logic and
consistency, correctness and purity, richness (diversity), expressiveness and imagery
of such speech gain weight. The use of a large variety of etiquette and netiquette
formulations will provide a high indicator of speech aesthetics, will expand not only
the active vocabulary of the educator, but will also become a means of educational
influence in the educational process. The ability to understand nonverbal means of
communication will facilitate the choice of strategy, tactics, means of communication
in each particular communication situation, and the ability to apply them will enhance
the effectiveness of professional communication in achieving its goal.
3. Studying the formation of a professional and communicative culture of a pre-
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