“Mom! I've seen that on a commercial!” US preschoolers' recognition of brand logos

Abstract

Purpose -This research seeks to explore 3-5-year-old children's relationships with US commercial logos. Design/methodology/approach -The case study included a walk through a local store with ten preschool children and their mothers, interviews with the children, and a two-week diary completed by their mothers.Findings -Results indicate that, while preschoolers may not know brand names, they often know the product associated with a logo. When shopping, children often reached and pointed toward products at their level. As they recognized brands or products, children often commented on their associations or experiences with them. The diaries revealed a variety of television and film viewing choices for preschoolers and the daily occurrence of logo recognition throughout the environment.Research limitations/implications -Because this is an in-depth case study of ten children, the results cannot be generalized. Further study could focus on particular products or brands. The combination of examples set through shopping experiences and media viewing seems to point to social cognitive theory as support for how children are trained to become consumers.Originality/value -This research effort fills several gaps in the literature. It is a qualitative examination of a question that has previously only been examined quantitatively and, unlike in previous research, logos were selected systematically by using the top ten products advertised in the USA in addition to others that surfaced during research. This study also combines methods that have only been used individually before (i.e. flashcards, in-store observation and diary).

Visual perceptions of snack packages among preschool children

“…Therefore, it would seem that children even younger -at a preliterate phase -would rely more heavily on the images. Indeed, there is some exploratory evidence that finds young children (N ϭ 9) (ages 3-4 years) noticed spokescharacters and occasionally requested the products featuring them on the packages in the stores (Kinsky and Bichard, 2011). A study among pre-school children showed that packaging may be even more persuasive than advertising for these youngest consumers (Ü lger, 2008).…”

“…These are the dominant visuals on fruit-snack packages aimed at attracting young children. Children as young as two years old can recognize brand logos when prompted (Valkenburg and Buijzen, 2005) and can spot brands spontaneously in their daily lives by the age of 3 years (Kinsky and Bichard, 2011). Further, parents perceive that even these youngest children can influence their own product purchases in the retail space (Powell et al, 2011).…”

A Humanistic Approach to Understanding Child Consumer Socialization in US Homes

“…For example, researchers have observed young children and their parents in retail environments (Ironico, 2012; Kinsky & Bichard, 2011), yet if researchers are interested in the home environment, then they could spend extended periods of time with children and families in their homes (Kerrane, Hogg, & Bettany, 2012). Similarly, although studies have consistently shown that parents have a great influence on children's consumer socialization, particularly through communication styles and parental mediation (Buijzen & Mens, 2007;Carlson, Walsh, Laczniak, & Grossbart, 1994;Dotson & Hyatt, 2005;Nathanson, 1999Nathanson, , 2002Nathanson & Botta, 2003), the structure and nature of "family" and the people in and around the home have changed in the past 30 years [e.g., single-parent families, extended family child-rearing, delayed marriage, and child-rearing; (Flurry, 2007)].…”

Popular Climate Science and Painless Consumer Choices

“…Individuals observe the behaviors modeled by others, both direct and mediated, and assess the outcomes of these behaviors, whether models are rewarded or punished for their actions (Bandura et al, 1961). It is widely applied in the context of mass media and consumer behavior, and its influence on affective, cognitive, and behavioral outcomes (Atkin, 1976; Bandura, 2001; Buijzen & Valkenburg, 2008; Cotte & Wood, 2004; Kinsky & Bichard, 2011; Ward, 1974). Social cognitive theory has been used to explain the modeling of science- and environment-related behaviors via television programming, video games, and public service announcements (Dudo, Cicchirillo, Atkinson, & Marx, 2014; Long et al, 2010; Tanner, Duhe, Evans, & Condrasky, 2008).…”