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Negative Impact of Advertising on Children

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Negative Impact of Advertising on Children

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In this article, readers will learn about how marketers are trying to decrease the negative behavior that is caused from product advertisement. It talks about how parents can model self-control and other good behaviors so their children may learn to avoid the temptation of advertisements.

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School Commercialism Hurts All Children 

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School Commercialism Hurts All Children 

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In this article, readers will learn about the commercialism that is present in many schools and why this is viewed as a big problem. It discussed the effects this will have on the students of the school and the decisions they make as young consumers.

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This unit will focus on consumers and the choices they make. The class will discuss many things that factor into the economy. We will talk about supply/demand and how consumers make their choices. We will discuss competition in the economy and how products from other countries are consumed in Illinois.

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For another lesson, the teacher may present the students with an assortment of generic and name brand products. The teacher will block off the label so the students do not know which is the generic and which is the name brand. The students will form groups and take turns guessing which is the generic and which is the brand name good. Then, the class will discuss the differences or similarities they saw. They will guess how much each cost and discuss why the name brand goods are more expensive than the generic goods.

Example: Present the students with Cheerios in one container, and an off-brand of cheerios in another container. Allow the students to inspect the cereal and try to figure out which one is name brand and which is generic.

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Another lesson a teacher could use to present this information at grade level would be to present students with various clippings of product coupons. They would discuss competition and how marketers pull people into buying products from their stores rather than others.

Example: WalMart's "price-match guarantee" campaign. They want you to shop at WalMart as opposed to the competitors, so they create incentives.

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One lesson a teacher could present to the students could be to give the students a number of children’s magazine or screen shots of advertisements seen online children’s websites.  They will be asked to figure out who this advertisement it targeting and how they are convincing children or adults to want to buy the product. Then the teacher will present groups with the actual product and ask them to examine it and decide if the advertisement was accurate and honest or not.  This will help students to become more critical consumers and question advertisements they are presented with on a daily basis.

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Through researching this topic, I have learned just how heavily children are targeted by marketers. When we were first given the assignment, I had no idea how to go about this project, or why it is important for our students. I have since learned that educating children on this topic is a crucial piece to social studies curriculum. I know we always blame the media and advertisements for this generation of children's growing dependence on material goods, but we also need to make sure as teachers that we are not encouraging the same thing. During part one of this project, our group found pins of activities or visuals teachers have made that reinforce the marketers attack on children. For example, Andrea found a pin of a teacher subconsciously promoting McDonalds in their classroom. Without knowing it, this teacher was encouraging his/her students to eat McDonalds. It is our responsibility as teachers to teach our students not to believe everything they see on tv, billboards, magazines, etc. and to show our students how to be smart consumers.

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I remember watching TV commercials as a child and me and my sister would always being yelling “I WANT THAT!” every two minutes! Looking back, I now realize how extremely vulnerable children are to advertisements and marketers who are directly targeting them! Researching about commercialism in relation to young children, as well as, adults has opened up my eyes to how we are truly surrounded by it all; to the point where we don’t even question it.  We should be questioning the marketing we encounter and teach our students to do the same! With the increase in technology, the world of consumerism is changing quickly and it is important for us to keep up with it and continue to be smart, thoughtful consumers and encourage our students to do the same.

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I think it's very important for us to critically analyze what we will be teaching to our students. Through researching this topic I have learned that it is our responsibility to show them the truth about what they are seeing in the world around them. Originally I was very confused with this topic but after researching it I discovered I have a passion for this topic. Teaching children to be critical of things they are being told is so important. I think if you allow students to opportunity to open their eyes to the world around them you will be surprised at how deeply they can reflect and analyze their lives.

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Some common misconceptions children have include

1. Children believe the content of every advertisement they see, they put their full trust in what they hear or see and, in turn, truly believe they need that product.

2. Children may be unaware of how many advertisements they encounter in their everyday lives. They think the only advertisements they see are TV commercials.

3. Children think the food they buy at the grocery stores is grown locally. They have no idea that it's brought in from different countries.

4. Children do not realize how much thought and consideration goes into each advertisement and all information the companies have that they use against consumers.

5. Children may not understand how much businesses are in competition with each other and how that affects topics like outsourcing and employee rights/safety.

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IL 15.B.2a; Identify factors that affect how consumers make their choices.

IL 15.B.2c; Explain that when a choice is made, something else is given up.

-Understand that individual economic choices involved trade-offs and evaluation benefits and costs.

-Explain how to make decisions using cost-benefit analysis.

IL 15.C.2b; Identify and explain examples of competition in the economy.

-Using and IL ex., describe how specialization leads to increased interdependence (corn, soybeans).
-ID products produced in other countries and consumed by people in IL.

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This article presents research on the effectiveness of pro-nutrition public service announcements on children. They found that using similar elements as food advertisements can have a positive effect on it's success. They also noted that the amount of messages has to be comperable to food advertising.

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In this article the authors discuss how advertising can affect people even into adulthood. Through four studies this new research shows that seeing advertisements as a child can in fact bias how one views that product into adulthood. That studies also showed that even when participates are encouraged to correct their biases through motivation there is still a pull towards the "childhood ad-related stimuli" which interferes with the ability to correct the biases (Connell, Brucks, & Nielsen, 2014, p.1).

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This study analyzed different advergames and focused on how they were presented to children. They found that websites did not distinguish between regular games and games that were sponsored and produced as advertisements for companies. They also noted a trend that with the advergames featured a food is was likely to be an unhealthy food.

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Less than 20 years ago "over 40% of all apparel purchased in the US was produced domestically" (Desai, Nassar, Chertow, 2012, p. 1). In modern times that number has dropped dramatically to 3%. This article proposes a model to help eliminate the negative consequences of Fast Fashion. They propose to create a domestic supply chain that will be able to handle quick turnarounds without outsourcing the work (Desai, Nassar, Chertow, 2012).