Download Children and Marketing (Power Point Presentation)

CHILDREN AND MARKETING
Recognizing Messages and What to Do About It.
DEFINITION
Marketing is getting you to buy something ... now or
later.
Advertising, product tie-ins, product placement, news
reports, and character visits are all ways to get a
marketing message out.
ADWEEK MARCH 2015
Kids spend most of their media time watching TV.
2 to 8 year olds watch an average of 1 hour per day.
Over 8 year olds watch an average of 2.5 hours per day.
Kids aged 2 to 11 see an average of 25,600 ads per
year.
40% of these ads are from non-children programming.
ADWEEK MARCH 2015
8 to 11 year olds spend an additional 1.5 hours of
computer time daily.
87% of the most popular children’s website carry some type of
advertising.
Fast food, candy and cereal accounted for about half
of all food ads seen by kids in 2011.
85% of these companies had child-targeted content on their websites.
2005 AMERICAN JOURNAL OF PUBLIC HEALTH
A child watching 2 hours of children programming
per day sees about 21 food commercials.
Food advertising makes up about half of all advertising to children.
Commercials showed snack-time eating more than
breakfast, lunch and dinner combined.
Characters and people presented in advertising were
of average weight regardless of eating habit
references.
WHERE ARE THE MESSAGES?
PRODUCT TIE-INS
MAKE IT COMMON AND FAMILIAR
PRODUCT PLACEMENT
SHOWS SUPPORT PRODUCT MESSAGES
ACKWARD AVOIDANCE
AVOIDING A PLACEMENT CAN STILL SUPPORT PLACEMENT
MUSIC VIDEO
HAVE YOU SEEN THE LYRICS?
PBS
BIG BUCKS
Pre-Frozen Disney earned $39 billion in retail sales of
licensed goods (2012).
Same year Nickelodeon products earned $5.5 billion.
Same year Cartoon Network products earned $2.8
billion.
NOT JUST A TOY
ALSO A VIDEO GAMEPIECE
EVEN HAPPY MEALS
SCAN YOUR TOY TO PLAY GAMES
HELLO BARBIE
VERBALLY INTERACTIVE VIA WI-FI CONNECTION
MONITORING & HACKING
DATA COLLECTION GOES BEYOND USAGE
ENTERTAINMENT
BROADER CATEGORY
ENTERTAINMENT CATEGORY
Toys
Television
Video Games
Movies
Supplemental
Merchandise
Consumer Data
EDUTAINMENT
“MAKING LEARNING FUN”
WHAT ARE THE MESSAGES?
BUY PRODUCTS
The “Nag Factor”
Buy it for me.
The “Educational” approach
Your child will get something out of it.
The “Social” approach
Your child will get friends.
BUY PRODUCTS
“Fun and Novel” approach
It will amuse the parent as much as the child.
“Hours of Fun” approach
It will occupy the child and free up your time.
LONG-TERM STRATEGY
Getting children to associate brand or product to
joyful times in childhood now means an easier sell to
them parents later as they fondly think back to their
childhood.
WHO ARE THE TARGETS?
THE MARKET: AGES 2 TO 11
Age 4 to 5
No real differentiation between commercial and program.
Advertising claims taken literally
“Theory of Mind” - the understanding that other people may think
differently than you comes around age 8 to 9.
Age 2 to 11
Ads focus on happiness and fun -- branding joy (2-year olds know).
Type of ad content matches type of programming content.
THE MARKET: AGES 6 TO 11
Social identity being developed.
Ads and products take on “aspirational” messages of high status.
Products begin to identify common social groupings
Gender identification key
Groups within gender (princess, jock, bookworm, counter-culturist)
FOMO and “I Am Special” messages
Fear of Missing Out
DISNEY DEFINES
THE MARKET: THE PARENT
Parents control scheduling
Parents control money
Marketer messages surround programming that is
“educational” of “social” to get through parent gates.
WHAT CAN YOU DO?
WHAT TO DO
Start now.
Be aware and informed.
Assess what is in your home.
Limit screen time.
This includes television and computers.
Talk about advertising messages
What did you learn from that commercial? -- Is that true?
What do you think about that product?
WHAT TO DO
Model shopping habits.
Explain why you are buying a brand name or not buying a brand name.
Explain how you budget money.
Give them experiences.
Set up jobs so they can earn money.
Set up advertising experiences (lemonade stand, help distribute flyers).
Practice saving for an item.
Discuss the results -- was it worth it?
WHAT TO DO
Model healthy habits.
Talk about healthy eating and snacking.
Have non-tech time each day.
Go on family walks or other outings.
Have a family game night (may include technology).
Bring it back to the family.
Talk about things that are important in your family.
Does this message or behavior match your family culture?
WHAT TO DO
Share responsibility.
Get children involved in scheduling eating and preparing food.
Include chores that require taking care of things.
Limit resources.
IMPACT ON CHILDREN
MARKETING AND OBESITY
There is a causal link between screen time and
childhood obesity.
limiting screen time may or may not help.
There are other factors.
Homework time.
Quality of inexpensive food.
Environmental safety.
Unvalued social and emotional skill building in “academic rigor.”
MARKETING AND SMOKING,
ALCOHOL & SEX
Children as young as 6 years recognize brands.
Marketing messages remove taboos.
Favorable response to a brand is not causal for eventual behavior.
Media reports linking favored celebrities to risky
behaviors increases favorable response to the
behavior, even if the link is negative.
SUBTLE REPRESENTATION
OFTEN BY VILLANS
ARE STILL ROLE-PLAYED
MARKETING AND
AGGRESSION
Violence in any media increases aggressive behavior,
thinking, and tollerance for aggression.
Aggression is both physical and verbal.
2007 review showed 30% of “E” rated video games
had violent descriptors.
90% of “E10+” had violent descriptors.
MEDIA AND AGGRESSION
Culture and training can mediate and redirect learned
aggression.
Reframing self-identified social groups and status can
change values developed around aggressive behavior.
QUESTIONS?
THANK YOU