Keyword: «empathy»

The article deals with the process of formation of communication skills in the social and personal development of a child of senior preschool age. The main content of the study is the analysis of the development of communicative skills that form in the course of communication. The article is devoted to the study of the child's mental formation, the development of the latest emotional elements of activity and behavior. The development of communication skills is influenced by the development of speech, and especially the development of the emotional sphere of the child. Based on the study of this issue, it is established that the mechanisms of interpersonal perception are formed as productively as possible directly in society.

The article examines the problem of emotional intelligence, empathy, and their linkage. Emotional intelligence (EI) refers to the ability to perceive, control, and evaluate emotions. It is the ability to recognize, control, and express one's emotions, and to manage interpersonal relationships intelligently and sympathetically. Some researchers suggest that emotional intelligence can be studied and strengthened, while others argue that it is an innate characteristic. The term "empathy" is used to describe a wide range of experiences. Emotion researchers generally define empathy as the ability to sense other people's emotions combined with the ability to imagine what they are thinking or feeling. Empathy has deep roots in our brains and bodies, as well as in our evolutionary history. It is linked to two different pathways in the brain, and scientists have suggested that some aspects of empathy can be traced back to mirror neurons, cells in the brain that are activated when we observe someone.

The author of the article proposes to consider empathy as a criterion of professional aptitude of student actors in the context of current problems of the theory and practice of special education, as one of the leading properties of a creative personality in the system of theatrical pedagogy, and, accordingly, as a psychological mechanism of effective communication in the context of the process of creating an artistic image by actors. Therefore, the most important thing from the perspective of the professional aptitude of future actors is to understand empathy not only as an ability reflecting the moral level of a person, manifested in interaction with others (with a theater teacher, with stage partners and the public), but also as a psychological mechanism for the deepest penetration into human nature (the character being performed in the process of reincarnation when creating an artistic image). There are five levels of manifestation of empathic attitude in the process of psychological and pedagogical interaction when diagnosing the aptitude of future actors. Three types of empathy are analyzed: emotional empathy based on imitation mechanisms; cognitive empathy based on intellectual processes; predicative empathy, manifested as a person's ability to predict the reactions of another. In accordance with the leading component, the following features of empathy were identified: 1) rational empathy, which is realized through participation; 2) emotional empathy, realized through emotional experience; 3) intuitiveness, which allows processing information about a partner on an unconscious level. The structure of empathy in future actors, as a rule, is dominated by the emotional channel of empathy, manifested in the willingness to express their attitude to another in the form of empathy, empathy. The reasons for the lower indicators of the rational channel (in comparison with the severity of the emotional channel) are revealed in the context of the proposed circumstances of psychological and pedagogical interaction in the process of training the future actor, the life of the student-actor himself, as well as the stage character performed by him. The specifics of the psychological features of acting professional activity, and, accordingly, theater pedagogy, indicate the need to develop empathy among student actors. It is important for teachers to promote the formation of the ability of future actors to show altruistic behavior in response to the experiences of another and to develop the skills of analytical processing of information in the context of creating an artistic image by actors when reincarnating into a role. The education and development of empathy of student actors at the stage of training during professional training will ensure the professional suitability of future specialists by increasing the level of their socio-psychological competence, an important characteristic of which is the correct orientation in various situations of both the psychological and pedagogical process and stage interaction, taking into account psychophysics, status, emotional state, experiences of colleagues, and also a person-a role that the theater audience perceives during the performance (in the process of the actor's psychological and pedagogical influence on the audience, during co-creation).

The relevance of the study is determined by the importance of preschool age for the organization of interpersonal interaction, the need to develop leadership abilities in older preschool age. The purpose of the study is to identify the characteristics of the empathy manifestation in children of older preschool age with different levels of leadership abilities. According to the results of the study, it was established that children-leaders have a high level of the development of empathy emotional and behavioral components; children with an average and low level of leadership abilities have an average level of emotional and behavioral manifestations of empathy.

The article discusses the effectiveness of the use of fiction in the education of responsiveness in children of the group preparatory to school. An attempt is made to explain the possibilities of fiction in the development of children's ability to respond to the state of another person, understanding his experience.