Children and advertising

Advertising is a controversial issue within today’s society concerning children and consumerism. There are numerous concerns, a major one being if children should be viewed as consumers and the influences that advertising can have on vulnerable children. Gunter, Oates and Blades (2005) deliberate on many questions, one relating to the fairness of advertising to children concerning their understanding of the advertisers’ intent. As Hind (2003) in Gunter et al (2005) comments, increase in popular television programmes, such as the ‘Teletubbies’, opens up new opportunities to sell toys and associated material to even younger children. Therefore, advertising is prevalent to much younger children than one would imagine. Children’s innocence and naivety may be taken advantage of as they may not fully understand the purposes of the advertisements, with Palmer (2006:230) suggesting that “the younger they are, the more the distinction between TV and reality is blurred”. This brings up another issue regarding children’s advertisement education which will be explored later. However, it could be seen that the makers of advertisements play on children’s naivety regarding a term associated as ‘pester power’ in that children request an advertised product to be bought for them, presumably by their parents (Stanbrook, 1997). Stanbrook (1997) suggests that advertisement for children does not actually exist as it is directed to the parents. Although advertising is not supposed to influence ‘pester power’, according to the British Codes on TV and print media advertising, it can be seen as inevitable when there are expensive products or food in which the whole household requires (Stanbrook, 1997). Consequently, children could be seen as subconscious consumers as they do not know any better at this age. However, Pilgrim and Lawrence (2001) in Gunter et al (2005) discuss the argument that ‘pester power’ could be a way forward for child-parent negotiation about what to purchase, rather than to produce conflict.

Children’s perceptions of themselves is another issue raised within advertising. Martin et al (1999) in Gunter et al (2005) concluded that magazines containing attractive models influenced girls with poor body image. These girls aim to buy the products to heighten their self-image. Girls can be vulnerable to these kinds of images in magazines which could have a negative impact, such as a want to diet. Therefore, it could be viewed that advertising does influence children’s perceptions of themselves as they are led to believe that this is the norm. However, if children are aware of the intentions, through home and school education, children may deviate from their vulnerable, innocent selves. Although there are negative aspects of advertisements on children, Furnham (2000) in Gunter et al (2005) believes that advertising has little effect on children and that banning would only inhibit their understanding and decision making. Palmer (2006) mentions that critical understanding of marketing messages only comes when children reach the ages of eleven or twelve, however by this age many have already been brainwashed. Therefore, it is notable that Sweden has banned television marketing to children under twelve. It is questionable about the impacts of such banning as it may hinder knowledge and understanding when making choices.

The evidence suggesting children’s vulnerability regarding advertising and the negative impact of such banning emphasizes the significance of children’s education about the effects and influence of advertising, both at home and school. However, Gunter et al (2005) mention the limited teaching on topics of advertising due to the pressures on the primary school curriculum. If teachers understand the ways in which children engage with advertising in today’s world, effort can be put into teaching children about the purposes of such adverts which could instil greater knowledge in children and could prevent naivety.

 

Bibiography

Gunter, B. Oates, C. & Blades, M. (2005) Advertising to Children on TV. New Jersey, Lawrence Erlbaum Associates

Palmer, S. (2006) Toxic Childhood: How The Modern World Is Damaging Our Children And What We Can Do About It, London: Orion

Stanbrook, L. ‘The politics of advertising to children’ in Smith, G. (1997) Children’s food, Marketing and Innovation, London: Chapman and Hall

Children and advertising

Advertising is part of our everyday life, no matter what we are dealing with, it will appear. If you stroll through the streets, it is in windows and on buses. You see it online, on television and in newspapers. If you go to the cinema on a Saturday or any day you will also be confronted with advertisements.

When asked how much influence advertising has on children's perception of themselves, I am sure that children’s childhood is affected by advertising. Children want to belong to a group and if belonging to a group involves a special brand or toys that is what they want.

At the seminar we spoke about our own wish lists when we were children. I remember how I sat and waited for the commercials to come so that I could tick off all that I wanted for Christmas. The toy company sponsored the Christmas calendar, which meant that both before and after it was sent advertising controlled what I wished for that year.

A few weeks ago we talked about popular culture in use as educational material. And one of the reasons why something has become popular culture is a worldwide mass production and a well-known brand which is being marketed. So obviously advertising affects the lives of children and the way they see themselves.

I think it is okay to make advertising directed at children, but it is important that the advertisers know their audience and airtime, so no children will be met by inappropriate advertising.

In Denmark we also teach about advertising, both the analysis part but also the production of it. It is a creative way to generate writing, sound, pictures and movies. Advertising contains it all. We  tried to make advertisements on the last seminar. IMovie is a good and useful way to produce movies, and if you do not want to film you can also make a film based on still images so there are many possibilities. It was easy to use and the children do not need a big introduction – you learn your way by exploring it.

When children learn to analyse commercials, there is a bigger chance for them to understand how they work, particullarly by producing them. It will enable them to build a more critical relationship with advertising.

The Power of Advertising

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 14^th 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