The child–brand relationship: social interactions matter

Abstract

Purpose – The purpose of this paper is to study the child–brand relationship dynamic in interaction with the relationships children develop with their family, peers and teacher. Design/methodology/approach – In all, six classes in French primary schools are observed for six months. Among the 112 children observed, aged 10-11 years, 24 of them are interviewed twice individually and 24 others are interviewed in focus groups. Findings – A lack of coherence between parents, peers and the teacher, as well as with the child’s own desires, affects the child–brand relationship and reduces the child’s self-esteem. Based on this, this study proposes a four-case typology of child–brand relationship dynamics with two criteria: the child’s attitude toward the brand relationship (favorable and unfavorable) and the consistency of attitudes in his/her socialization spheres (peers, parents and teacher) relative to this relationship. Then, the most frequent trajectories children follow across these brand relationship cases are identified. Research limitations/implications – This study applies to branded clothes. Practical implications – From a marketer’s perspective, this study reveals that there are different qualities in child–brand relationships. The strongest one appears when the child feels free from outside pressure and when peers, parents and the teacher create a virtuous circle for brands (or at least do not contradict the child’s desires for brands). Social implications – For public policymakers, it can be useful to be aware that when peers, parents and teachers’ opinions about brands differ, this affects the child’s self-esteem. Originality/value – The study offers a dynamic approach to child–brand relationships.

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