Challenging ‘Cool’,

Talking ‘Real’

Date 29th January 2015 Prepared by Jo Cliff

Grab a partner…..

And either role play ……………….

Or discuss what you think children are like in the UK

today.

Get real!

• 48% kids say a brand is

cool if it helps them to

express who they are.

• That means we need to

understand who they are…..

• AND DISPEL THE

STEREOTYPES

• Here’s our 4 steps for

understanding real kids

4 Steps…

Step 1 Recognise the similarities

Step 2 Represent Diversity

Step 3 Understand the context

Step 4 Explore and acknowledge

the differences

Step 1 Recognise the similarities

Kids have the same basic

needs

Maslow’s Needs Hierarchy

Celebrity

Vloggers

Teachers, Leaders

Wider family

Friends

Parents and

siblings

Time, Connections and

Influences

“My mum and dad.

They are my parents

and I love them. Girl,

aged 9

“I watch Carrie on

YouTube, she talks about

having confidence and

believing in herself, she is

only 21.” (Girl aged 17)

“Mr Brown is my

biggest influence.. He

runs the football club,

he is ace at football

and really fair with the

team.” (Boy aged 11)

Self-esteem under attack!

In the

spotlight

Constant

testing

“There is so much pressure on

children they are starting to

become stressed and anxious

earlier down the school”

Secondary Teacher

Compared and judged against

limited criteria

Kids can be very materialistic

Stuffication23

18

9 86 6 6 5 4 4 3 3

“to be rich, well and

truly rich!”

“all the money I would ever need to live my dream life

(billions)”

Kids need experiences and are

being denied them

“I started boxing

but it got really

expensive with all

the stuff I needed

and subs every

week so I had to

stop.”

(Girl aged 13)

“Some of the

older kids drink

on the park so

my mum

doesn’t like me

to go up there.”

(Girl aged 10)

Step 2

Represent

Diversity

}

If your focus is too narrow you

are in danger of missing the

whole picture

c. 13.3 million

dependent children

across the UK(according to 2013 population

estimates office of national statistics)

% of all 0-15s in each region

7%

8%

4%11%

8%

9%9%5%

14%14%

8%

We could be missing out on

some key differences by only

focussing on certain regions

• Children get the most amount of

pocket money in Scotland

• London, Liverpool, Manchester,

Birmingham and Leeds

constituency have over 50% single parent households

• Children in SW spend more time

playing inside than anywhere else

in the Country

• 63% live with both biological parents

• 29% single parent families

• 8% live with a step-parent and biological parent (blended family)

We need to identify and

represent different family types

and backgrounds

“I want to be a daddy when I

grow up. Mine’s not very good.”

(Boy aged 11)

“I am kind of multi-tasking. My sister

needs help with her homework and

my brother says come and play,. My

mum is doing the cooking and my

dad is at work and I have got my

own homework to do too.” (Girl

aged 13)

Almost a third of all UK children (3.5 million) are

living in poverty

• 26% of children in the U.K. can't go on a holiday away from home for

one week per year. Poverty and social exclusion research 2013

• 1 in 10 go without one or more basic item of clothing

• 1 in 10 can't afford to go to clubs or after school activities

“One of my pupils went to

Meadowhall shopping centre on

the train for her 10th birthday. It was

the first time she had been on a

train and outside of Barnsley, I

couldn’t believe it.” (Primary school

teacher)

“Not many of our kids go away

on holiday, some go with the

children’s holiday scheme.”

(Youth worker)

…the ‘haves’ and the ‘have nots’

Nearly three in 10 primary

school children are classed

as being an ethnic minority.

Ensure children from different

cultures are represented and

able to participate

“The Big Bang Theory – we don’t

believe in that because we are

Muslims.” (Girl aged 13)

More than 18 per cent of

primary school pupils have

a first language that is not

English

“The parents of children from ethnic

minorities are much stricter when it

comes to homework.” (Primary

teacher)

Figures released by DFE in 2014. A survey of the nation's classrooms, which provides an accurate snapshot of the composition of schools in England,

Step 3 Understand the context

SchoolHome

Online

c.20% of children‘s waking

hours are spent at school

“Teachers have to fulfil the

supportive parental role, it’s

very difficult.” (Secondary

school teacher)

Average 1hr 45 mins online

and 1 hour on social media

“My favourite thing to do is

go on Minecraft.”

(9 year old boy)

“I spend most of my time in

my bedroom.” (13 year old

girl)

“We watch TV together in

the evening. It’s one of the

only time we’re all

together.”

Source:Platypus Kid’s Media Report (1000 kids aged 8-16 years)

Why is it important?

• Connections/influences

• Challenges/pressures

• Language

• Interests

• Personalities

Step 4 Explore and acknowledge

the differences

“I have three children

and they are all

completely different!” “The year 7s are so different.”

“There’s the group that likes

playing board games at

break time…..”

“…..a group that hang

about the canteen and talk phones and handbags….”

“…..a group who go in the Art room….”

“…..and the ones who play

football on the field….”

The sensitive one

The joker

The socialite

Children are different….

6

2

All children to

feel confident in

taking part in

research (ie:

talkative/chatty).

1 in 3 adults likely to be

introverted.......

much higher in kids

By developing a range of techniques that encourage

different types of feedback we can make it easier for all

personalities to get their voices heard.

16% of all school aged

children are classed as

having a special education

need

What now?

Analysis

Multi region,

ethnicity, family type,

Recruitment

Commun-

ication

needs

Ethno-graphy

Comm-unities

Influencers

Approaches

Verbal and non verbal, Play,Child

Experts

Techniques

Content

Translations

Varied

versions

Ask the right

questions

By region,

culture,

personality,

cluster

analysis

In the name of representing and

understanding children’s individuality and

uniqueness I,

____________________________________________

(name and company)

pledge to …

____________________________________________

____________________________________________

____________________________________________

Photograph and email to jo.cliff@platypusresearch.com or tweet

@Platypus_ www.platypusresearch.com

My Pledge