PurposeThe purpose of this paper is to explore the functions of material possessions and economic resources in peer relationships among third grade children. MethodologyIn total, 48 Swedish children aged 9, were interviewed in focus groups, using a projective vignette technique and pictures. The children were asked if and how children in general could gain new friends through material possessions and money. FindingsThe findings indicate that children perceive possessions as multi-functional tools in peer relationships. The ability to fit into the peer group, by the use of different possessions, was perceived as especially important. Additionally, children perceived money as an altruistic tool to demonstrate kindness. Research limitationsThis is a qualitative study and the results are based solely on 10 focus groups. In addition, a limited set of items, which regulated the interviews, was presented to the children in order to stimulate more profound dialogues in the groups. Practical implicationsThis study implies that children's ability to fit into the peer group seem to be more important than the need to express individuality. Thus, it may be a challenge for social marketers, teachers, parents, and others to address children's consumption behavior as a factor strongly influenced by the peer group. Originality/valuePrevious research indicates that material possessions are important for children in order to gain popularity among peers. However, few studies have tried to investigate how children perceive the functions of material possessions and economic resources.

PurposeThe aim with this article is to critically review Scandinavian research on tweens as consumers from the years 1990 -2007. MethodologyIn total, 35 studies were examined. Bronfenbrenner's bio-ecological perspective was used to depict what parts of children's lives had been investigated. The theory highlights different contexts and analytical levels in children's environments that may influence their consumer behavior. FindingsScandinavian research has mainly focused on the individual child as a consumer and on interpersonal relations. The societal transformations that gradually changes the Scandinavian countries seem to have been less investigated. In addition, there is a lack of Scandinavian consumer research on interaction between different contexts, such as parents and school, which may influence children's consumer behavior. Research limitations/ImplicationsThis article has not critically reviewed each specific investigation in the field, but focused on the spread of aggregated Scandinavian research on tweens as consumers. Practical implicationsA more composite picture of consumption patterns among Scandinavian tweens is provided, which may be used as a guideline for educators, marketers and other professionals that interact with this age group. Originality/valueFew attempts have been made to obtain a composite picture of Scandinavian consumer research on tweens. This question is of particular importance in times when the discourse of children's role in consumer society is changing, in order to understand the implications for future theoretical and empirical development in this dynamic field.

PostprintThis is the accepted version of a paper published in Young Consumers. This paper has been peerreviewed but does not include the final publisher proof-corrections or journal pagination. Citation for the original published paper (version of record):Lundby, E. (2013) ''You can't buy friends, but . . . '' children' sperception of consumption and friendship.Young Consumers, 14(4): 360-374 http://dx

Konsumtion utgör ett betydande inslag i barns vardagsliv. Samtidigt präglas Sverige av en ekonomiskoch rumslig klyfta, vilket medför att det finns avsevärda skillnader i barns möjligheter att konsumera.Den här artikeln undersöker därför vilka föreställningar barn, i skilda uppväxtmiljöer, har kring viktenav konsumtion i deras gemenskaper med jämnåriga. Resultatet bygger på gruppintervjuer med 49 nioåriga barn, från tre olika skolor i en medelstor svensk stad, vilken präglas av en stark socioekonomisksegregering. Två huvudsakliga resultat kan återfinnas i empirin. Dels tycks det finnas en övergripandesyn på konsumtion och pengar som delades av de flesta barn från samtliga tre skolor. Men samtidigtfinns också indikationer på vissa skillnader mellan de tre grupperna.