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.
Keywords
Citation
Rodhain, A. and Aurier, P. (2016), "The child–brand relationship: social interactions matter", Journal of Product & Brand Management, Vol. 25 No. 1, pp. 84-97. https://doi.org/10.1108/JPBM-03-2015-0835
Publisher
:Emerald Group Publishing Limited
Copyright © 2016, Emerald Group Publishing Limited