criteria. The respondents do not comprehend the essence and significance of the
professional and communicative culture of a pre-school education establishment
teacher, demonstrate insufficient knowledge of the Ukrainian language norms in
professional communication. Respondents have difficulty in determining the emotional
state of the child. When interpreting nonverbal means of communication by an adult,
individual elements are preferred. Almost all respondents demonstrate incongruence.
The lowest rates were obtained when diagnosing the communication aesthetics
and strategic competence. The respondents showed complete or predominant neglect
of prosodic, kinesic and proxemic components and a poor supply of formulas for
speech etiquette. Most respondents do not have tactics of communicative strategy.
The results obtained may be due to the lack of disciplines in the curriculum, the
content of which would involve in-depth study of the indicated areas.
The study of the formation level of the professional and communicative culture
of pre-school education establishment teachers confirmed the urgency of including in
its structure the empathy, and ethical and aesthetic components, clarifying the parts of
the communicative component. The prospect for further scientific research is seen in
determining the pedagogical conditions for the formation of a professional and
communicative culture of a pre-school education establishment teacher.
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