Children’s Food: Marketing and innovation

270 Pages·1997·6.342 MB·English

by  P. Stratton (auth.), Glen Smith (eds.)

Children's Food
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Children's Food
Marketing and innovation
Edited by
GLEN SMITH
Children's Research Unit
London
United Kingdom
mJ
BLACKIE ACADEMIC &. PROFESSIONAL
An Imprint of Chapman & Hall
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Published by Blackie Academic & Professional, an imprint of
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Chapman & Hall, 2-6 Boundary Row, London SE1 8HN, UK
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Madras 600 035, India
First edition 1997
© 1997 Chapman & Hall
Softcover reprint of the hardcover 1st edition 1997
Typeset in 10/12 Times by Cambrian Typesetters. Frimley. Surrey
ISBN-13: 978-1-4612-8424-6 e-ISBN-13: 978-1-4613-1115-7
DOl: 10.1007/978-1-4613-1115-7
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Printed on acid-free text paper. manufactured in accordance with ANSI!
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Contents
Contributors Xl
Preface xiii
1 Influences on food choice within the family 1
P. STRATION
1.1 Introduction 1
1.2 Why food is so significant 1
l.3 Personal factors in children's food choice 3
1.4 Social factors in children's food choices 4
1.5 Concerns about children's eating 5
1.6 The processes of food choice 6
1.7 Recent research into family food choice 8
1.7.1 Family dietary priorities 9
1.7.2 Influences on family food choices 10
1.7.3 Priorities for parents and children 10
1.7.4 The role of different food types 11
1.7.5 Differentiating parent and child behaviours 12
1.8 Implications of the research 13
1.8.1 Myth 1 14
1.8.2 Myth 2 14
1.8.3 Myth 3 14
1.8.4 Myth 4 14
1.8.5 MythS 15
1.8.6 Myth 6 15
1.9 How advertising can fit into the food choice process 15
1.10 Conclusion 17
References 18
2 How to make effective advertising aimed at children 20
J. MATHEWS
2.1 Introduction 20
2.2 Understanding the audience better 20
2.3 Ages and stages 22
2.4 Advertising to children 24
2.5 Enduring themes 24
2.5.1 Kids in control 25
2.5.2 Wanting to be older 26
2.5.3 Social acceptance 27
2.5.4 Precious possessions 28
2.5.5 Goodvs.Bad 29
2.6 Executional elements 30
2.6.1 Interaction 30
2.6.2 Lots of action/detail 32
2.6.3 Fun 33
VI CONTENTS
2.7 Deadly sins 34
2.8 Conclusions 34
3 Starting the day right! 36
K.R. O'SULLIVAN
3.1 Introduction 36
3.2 Who eats breakfast? 36
3.3 Break the fast! 37
3.4 Compromising diet quality 37
3.5 Breakfast and health status 37
3.6 Mental, academic and physical performance 38
3.7 Does it matter what we eat? 39
3.8 Can breakfast prevent nutritional problems? 42
3.9 Can the breakfast habit prevent future illness? 43
3.10 Startthe day right! 45
References 45
4 Why tastes change 49
S. LANG
4.1 Introduction 49
4.2 Key changes in society, family and food 50
4.2.1 Employment changes of women 50
4.2.2 Time-use: changes in adult cooking patterns 51
4.2.3 Are we eating more healthily? 52
4.2.4 Food preparation 53
4.2.5 Changes in family eating 55
4.2.6 The indirect influence of children on food 56
4.3 The direct influence of children on food 59
4.3.1 Influence of 5-11-year-olds 61
4.3.2 Influence of 12-16-year-olds 62
4.3.3 Children's favourite foods 63
4.3.4 Pocket money and income 64
4.3.5 Weight concerns 65
4.4 Model for change in children 65
4.4.1 Information and knowledge 66
4.4.2 Power and creativity 67
4.4.3 Influence and persuasion 67
4.4.4 Interaction with adults 68
4.5 Conclusion 68
Reference 68
5 Children's nutrition: drivers for change 69
N. JARDINE and C. PHILPOTT
5.1 Introduction 69
5.2 What are children eating today? 70
5.2.1 Energy 70
5.2.2 Carbohydrates: starches and sugar 71
5.2.3 Fibre 73
5.2.4 Fat 73
5.2.5 Protein 73
5.2.6 Vitamins 74
5.2.7 Minerals 75
5.3 Health issues for children's diets 76
CONTENTS vii
5.4 The role offat in children's diets 78
5.4.1 Motivation to reduce fat intake 80
5.4.2 Reducing fat: the challenge to food manufacturers 81
5.5 Carbohydrates: starches and sugars 82
5.5.1 Do current intakes of sugar by children matter? 83
5.5.2 Reducing sugar intakes 87
5.6 Fibre 88
5.7 Eating patterns and the nutritional role of snack foods 88
5.8 Vegetable and fruit consumption 90
5.9 The outlook for the future and its product development implications 90
References 91
6 The politics of advertising to children 94
L. STANBROOK
6.1 Introduction 94
6.2 Research, public policy and politics 95
6.3 Advertising: the front line 99
6.4 Gullibility 101
6.5 Advertising as education 101
6.6 'Pester power' and parental responsibilities 103
6.7 The Big Hijack: the role of government 105
6.8 European political perspectives 108
6.9 Advertising standards control 111
Appendix A: The ITC Code of Advertising Standards and Practice 113
Appendix B: Advertising Standards Authority; the British Codes of
Advertising and Sales Promotion (excerpt) 117
References 118
7 How packaging works with children 119
S.H.L. CLARK
7.1 Introduction 119
7.2 The role of packaging 119
7.2.1 Scripttheory and brand choice 120
7.2.2 Who makes the purchase? 121
7.3 Designing packaging to appeal to 6-9-year-olds 122
7.3.1 Colours 123
7.3.2 Multi-packs 123
7.3.3 Typography 123
7.3.4 Illustration 123
7.3.5 Use of characters 124
7.3.6 Conclusion 124
7.4 Creating packaging to last 125
7.5 Older children 125
8 How much does food and drink advertising
influence children's diet? 126
T.P. BARWISE
8.1 Introduction 126
8.2 The anti-advertising case 126
8.3 The advertisers' case 127
8.3.1 Children's health 130
8.3.2 Children's diet 130
V11I CONTENTS
8.3.3 Slimming and micronutrient deficiencies 130
8.3.4 Overall food consumption trends 132
8.4 Influences on children's food choices 133
8.4.1 Product categories versus brands 134
8.4.2 Influences on children's choice of food categories 137
8.4.3 The relative importance ofthese influences 138
8.4.4 Advertising 140
8.5 Children and food advertising 140
8.5.1 The effects of advertising on children's food preferences 140
8.5.2 Children's influence on food purchases 142
8.5.3 Children's understanding of advertising 143
8.6 Discussion 145
8.6.1 The role of the food industry 146
8.6.2 The role of government 147
References 148
9 Children's views on food and nutrition: a pan-European study 152
JEAN-PIERRE PROPONNET, CHAIRMAN,
EUROPEAN FOOD INFORMATION COUNCIL (EUFIC)
9.1 Chairman's introduction 152
9.2 Background and research objectives 156
9.3 Methodology 156
9.4 Executive summary 157
9.4.1 Current eating and drinking patterns 157
9.4.2 Children's views on nutrition and health 158
9.4.3 Learning about food and nutrition 159
9.4.4 Food safety and hygiene 159
9.5 Comparisons between countries: current eating and drinking patterns 160
9.5.1 What children eat and drink 160
9.5.2 Meal choices-who makes the decisions? 162
9.5.3 Meals eaten with the family 163
9.6 Comparisons between countries: children's views on nutrition and health 163
9.6.1 Perceptions of food processing and its effects on nutrition
and health 163
9.6.2 How children rate the nutritional quality of food and drinks 165
9.6.3 Attitudes towards health and nutrition 166
9.6.4 Understanding how nutrients relate to health 171
9.7 Comparisons between countries: learning about food and nutrition 172
9.7.1 Children's interpretations of the word 'nutrition' 172
9.7.2 What children think they know about nutrition 172
9.7.3 Attitudes towards learning 172
9.7.4 Current sources of information on nutrition 173
9.7.5 Preferred future methods of learning about nutrition 174
9.8 Comparisons between countries: food safety and hygiene 174
9.8.1 Understanding offood hygiene 174
9.8.2 Understanding of 'use-by' dates 176
9.8.3 Understanding of food poisoning 176
9.8.4 Understanding of Salmonella 177
9.9 France: current eating and drinking patterns 178
9.9.1 What children eat and drink 178
9.9.2 Meal choices - who makes the decisions? 178
9.9.3 Meals eaten with the family 179
9.10 France: children's views on nutrition and health 180
9.10.1 Perceptions of food processing and its effects on nutrition
and health 180
9.10.2 How children rate the nutritional quality of foods and drinks 182
CONTENTS IX
9.10.3 Attitudes towards health and nutrition 183
9.10.4 Understanding how nutrients relate to health 187
9.11 France: learning about food and nutrition 187
9.11.1 Children's interpretations of the word 'nutrition' 187
9.11.2 What children think they know about nutrition 187
9.11.3 Attitudes towards learning 188
9.11.4 Current sources of information on nutrition 188
9.11.5 Preferred future methods of learning about nutrition 189
9.12 France: food safety and hygiene 190
9.12.1 Understanding of food hygiene 190
9.12.2 Understandingof'use-by'dates 191
9.12.3 Understanding offood poisoning 192
9.12.4 Understanding of Salmonella 192
9.13 Germany: current eating and drinking patterns 193
9.13.1 Whatchildreneatanddrink 193
9.13.2 Meal choices-who makes the decisions? 194
9.13.3 Meals eaten with the family 195
9.14 Germany: children's views on nutrition and health 195
9.14.1 Perceptions of food processing and its effects on nutrition
and health 195
9.14.2 How children rate the nutritional quality of foods and drinks 197
9.14.3 Attitudes towards health and nutrition 199
9.14.4 Understanding how nutrients relate to health 202
9.15 Germany: learning about food and nutrition 203
9.15.1 Children's interpretations of the word 'nutrition' 203
9.15.2 What children think they know about nutrition 203
9.15.3 Attitudes towards learning 203
9.15.4 Current sources of information on nutrition 204
9.15.5 Preferred future methods of learning about nutrition 204
9.16 Germany: food safety and hygiene 205
9.16 .1 Understanding offood hygiene 205
9.16.2 Understanding of 'use-by' dates 207
9.16.3 Understanding of food poisoning 207
9.16.4 Understanding of Salmonella 208
9.17 Italy: current eating and drinking patterns 208
9.17.1 What children eat and drink 208
9.17.2 Meal choices-who makes the decisions? 209
9.17.3 Meals eaten with thefamily 210
9.18 Italy: children's views on nutrition and health 210
9.18.1 Perceptions of food processing and its effects on
nutrition and health 210
9.18.2 How children rate the nutritional quality of foods and drinks 213
9.18.3 Attitudes towards health and nutrition 213
9.18.4 Understanding how nutrients relate to health 218
9.19 Italy: learning about food and nutrition 218
9.19.1 Children's interpretations of the word 'nutrition' 218
9.19.2 What children think they know about nutrition 219
9.19.3 Attitudes towards learning 219
9.19.4 Current sources of information on nutrition 220
9.19.5 Preferred future methods of learning about nutrition 220
9.20 Italy: food safety and hygiene 221
9.20.1 Understanding of food hygiene 221
9.20.2 Understanding of , use-by' dates 222
9.20.3 Understanding food poisoning 223
9.20.4 Understanding of Salmonella 223
9.21 UK: current eating and drinking patterns 224
9.21.1 What children eat and drink 224
9.21.2 Meal choices-who makes the decisions? 225
9.21.3 Mealseaten with thefamily 226
x CONTENTS
9.22 Italy: children's views on nutrition and health 226
9.22.1 Perceptions of food processing and its effects on
nutrition and health 226
9.22.2 How children rate the nutritional quality of foods and drinks 228
9.22.3 Attitudes towards health and nutrition 230
9.22.4 Understanding how nutritents relate to health 233
9.23 Italy: learning about food and nutrition 234
9.23.1 Children's interpretationsofthe word 'nutrition' 234
9.23.2 What children think they know about nutrition 234
9.23.3 Attitudes towards learning 234
9.23.4 Current sources of information on nutrition 235
9.23.5 Preferred future methods of learning about nutrition 235
9.24 UK: food safety and hygiene 236
9.24.1 Understandingoffood hygiene 236
9.24.2 Understanding of 'use-by' dates 237
9.24.3 Understanding of food poisoning 238
9.24.4 Understanding of Salmonella 238
9.25 Technical appendix 239
9.26 Standard questionnaire 240
10 International influences on children's food and drink 244
V_N, BALASUBRAMANYAM
10.1 Introduction 244
10.2 The influences on children's food and drink habits 244
10.2.1 Early childhood 244
10.2.2 Geography 244
10.2.3 Religion 245
10.2.4 Ethnic composition 245
10.2.5 Economics 245
10.2.6 International trade and travel 246
10.2.7 International investment 247
10.2.8 Retailers 247
10.3 Peer pressure and its origins 248
10.4 Promoting cultural awareness: Britain and India 249
10.4.1 The Raj 250
10.4.2 The present day 250
10.4.3 Vegetarianism 250
10.4.4 Advertising and brands 251
10.4.5 Developing countries 252
10.5 Conclusion 253
References 253
Index 255