Femke Loose, L. Hudders, Steffi De Jans, I. Vanwesenbeeck
{"title":"A qualitative approach to unravel young children’s advertising literacy for YouTube advertising: in-depth interviews with children and their parents","authors":"Femke Loose, L. Hudders, Steffi De Jans, I. Vanwesenbeeck","doi":"10.1108/yc-04-2022-1507","DOIUrl":null,"url":null,"abstract":"\nPurpose\nThis study aims to examine young children’s (ages 4 to 7) knowledge and skills (i.e. their advertising literacy) for television (TV) commercials, YouTube pre-roll ads and influencer marketing. Furthermore, this study explores how parental perceptions and practices and children’s social abilities influence the development of their advertising literacy.\n\n\nDesign/methodology/approach\nSemi-structured in-depth interviews were conducted with parents (N = 35) and their child(ren) (ages 4 to 7, N = 40).\n\n\nFindings\nResults revealed preschool children have advertising literacy skills for TV commercials and YouTube pre-roll ads, but not for influencer marketing. These skills are limited to advertising recognition based on perceptual cues and a simple understanding of selling intent. Children’s advertising skills evolved according to age but did not relate to social development. Furthermore, advertising literacy was related to parental media mediation: the more restrictive parents were regarding media use, the less advertising literacy their children appeared to have. No moral reflections regarding advertising were found among the preschool children.\n\n\nOriginality/value\nThis study fills significant gaps in the literature on young children and advertising. It conducts a qualitative investigation into young children’s knowledge of digital advertising formats (pre-roll ads and influencer marketing) and how they differ from traditional advertising (TV commercials). Furthermore, it takes both parental influences and social developmental variables into account.\n","PeriodicalId":46660,"journal":{"name":"Young Consumers","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Young Consumers","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/yc-04-2022-1507","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"BUSINESS","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose
This study aims to examine young children’s (ages 4 to 7) knowledge and skills (i.e. their advertising literacy) for television (TV) commercials, YouTube pre-roll ads and influencer marketing. Furthermore, this study explores how parental perceptions and practices and children’s social abilities influence the development of their advertising literacy.
Design/methodology/approach
Semi-structured in-depth interviews were conducted with parents (N = 35) and their child(ren) (ages 4 to 7, N = 40).
Findings
Results revealed preschool children have advertising literacy skills for TV commercials and YouTube pre-roll ads, but not for influencer marketing. These skills are limited to advertising recognition based on perceptual cues and a simple understanding of selling intent. Children’s advertising skills evolved according to age but did not relate to social development. Furthermore, advertising literacy was related to parental media mediation: the more restrictive parents were regarding media use, the less advertising literacy their children appeared to have. No moral reflections regarding advertising were found among the preschool children.
Originality/value
This study fills significant gaps in the literature on young children and advertising. It conducts a qualitative investigation into young children’s knowledge of digital advertising formats (pre-roll ads and influencer marketing) and how they differ from traditional advertising (TV commercials). Furthermore, it takes both parental influences and social developmental variables into account.