Exposing children to advertisements is a
controversial topic, as it highlights unhealthy eating, gender role expectation
and stereotypes (Gunter, Oates & Blades, 2005). Furthermore, ‘children take
things literally, rather than figuratively, which makes them more vulnerable to
advertising messages’ (Berns, 2009:333). This highlights the significance of
educating children about the power of advertising in the primary classroom and
at home, so children can become critical viewers of advertising. Furnham (Cited
in Gunter et al, 2005) supports the view of educating children about
advertising, stating ‘banning advertising of any sort shelters, or at least
delays, a child’s understanding and decision making’. By protecting children from advertising,
their vulnerability to the intent and power of adverts is heightened.
Children are becoming increasingly independent
and parents have less control over the type of adverts children are exposed to
meaning children are not frequently given the opportunity to discuss the
content of adverts. Cohen and Cahill (2000) argue that children are ‘getting
older younger’ and the frequency that advertising is viewed is increasing. Berns
(2009:332) supports this as children are viewing advertising on ‘toys, cereal,
snacks (and) drinks’ making it difficult to protect children from advertising. To
ensure children are educated on the power of advertising, Furnham (Cited in
Gunter et al, 2005) suggests teaching children about advertisement at home and
at school. However, for this to be possible teachers need to have a sound
understanding of advertisements and the pressure of the Primary Curriculum
means time to teach advertisements in school is limited (Gunter et al, 2005). Teachers
and parents need to take a shared responsibility for teaching children about
advertising, to ensure they are aware of the power and intent an advert can
have.
Murphy, Lacinak, Bowie & Klein (2005:7)
claim that children may be vulnerable to advertising, naming them ‘market
illiterates’. Therefore, they view children as not being able to understand the
power adverts can have on the market. However, recent studies from the
Australian Government Parenting site provide perspectives of advertising from
children. Statements such as ‘they’re trying to persuade people to buy things
or do things’ and ‘some adverts are probably just to show you what to buy, and
they make it better than it actually looks’ (Online, 2014) reveal how culturally
developed children are as they are very aware of the purpose of adverts. Children
will eventually become consumers, so the protection from advertisement will
only limit their knowledge when making choices. Therefore, educating children
about advertising at both home and in school will prepare them for making
informed and sensible decisions.
Austalian Government Parenting Site [online] http://raisingchildren.net.au/
(accessed 14th February 2014)
Berns, R (2009) Child, Family, School, Community: Socialisation and Support. Belmont:
Wadsworth
Cohen, M & Cahill, E (2000) "Getting
Older Younger: Developmental Differences in Children and the Challenge of
Developmental Compression", Young Consumers: Insight and Ideas for
Responsible Marketers, Vol. 1 Iss: 4, pp.271 – 278
Gunter, B. Oates, C & Blades, M (2004). Advertising to Children on TV. New
Jersey :Taylor & Francis
Murphy, E. Lacinak, R. Bowie, N & Klein, T
(2005). Ethical Marketing. New
Jersey: Pearson Prentice Hall
I agree with your ideas, and have a similar view with children being exposed to advertising. However, I feel that once children have some understanding of adverts they are a great teaching tool for persuasive writing units and provide many opportunities for learning in other curriculum areas such as I.C.T. and making their own adverts, history and looking at adverts through the years etc.
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