I had half a day yesterday to conduct research/make progress with my project as I was working in the morning. I therefore decided that the most productive way to put those few hours into use was to complete more primary research. I therefore visited the Toy Museum in Ilkley, which is only open at the weekends. When I arrived I was told that photography was ‘strictly prohibited’, however I managed to wangle it so that I could take photographs for my project. Whilst I was there I was mainly looking for trends which were, at some stage, prevalent in the packaging and advertising on goods.
I looked out for key colours which were used – nothing that these were mainly primary colours, or also more pastel shades on products for girls. I also paid attention to the ways in which the dolls and bears were dressed, considering that this could provide me with inspiration for a photoshoot at a later stage in this project.
I purchased postcards and play cards from the gift shop, as these helped to enhance my research by providing a tangible example of what I had witnessed, providing me inside for the reader.
Ilkley toy museum is prized as being one of the finest private collections of toys in the North of England and, although only small, provides great insight into traditional toys, their packaging, using of imagery, USP/ESP, success and desirability – all of which are essential pieces of knowledge for my research brief.
I considered the importance of nostalgia as an ESP which may help to drive the sales of the product – either through the product itself, or the way it is marketed. The Museum asks the visitor to consider what happened to the cars/old dolls house that they used to play with. It then presents them – along with memories. The ways the displays are ‘merchandised’ tells a story in itself, and this really caused me to consider the impending photoshoot.
The exhibits represents a journey back to childhood, promoting the thousands of happy hours spent by children and their ‘limitless imaginations. I photographed items including dolls, dolls houses, teddy bears, tin plate toys, lead figures, games, wooden and paper toys. These were as ancient as 350BC to the present day, and really inspired me to consider what may have been lost in the translation of a product from tangible to digital.
I have uploaded these documents onto Word, ready with text boxes with annotations. However before I annotate these images, I will annotate the magazine cut-outs from the Toy Fair, as I must stay ahead of secondary research which will aid me to write my marketing report.
On Tuesday I am planning on visiting another two museums, so I will keep this blog alert of these excursions.
Sunday, 30 January 2011
Friday, 28 January 2011
Marketing Report Checklist Discussed
Yesterday I received the marketing report checklist, so I will now reiterate what I learnt from that session, in order to embed this into my mind.
Content: To allow people to navigate to the right information.
Abstract: A short synopsis of the content of my report, this should include a statement about your campaign.
Methodology: How I will go about conducting my research and what methods I will use to carry these out – this should not include the results.
Introduction: Describe the product or service I have chosen to promote. Give the rationale behind the choice of the product/service. General information giving the background relating to the market content and any relevant research points.
Market Segmentation/context (main body): How is the market broken down, where does my product/service sit? Market level, e.g. designer/high street? Who are my competitors? Do they pose a threat/how come I overcome these? Target market – analyse my consumer. Profile my target customer’s lifestyle currently and for the future. What sort of demand is there – will it be wanted/needed/ desired?
Objectives: Consider the elements of SMART objectives.
Product: What are the features of your particular product/service what have made you want to promote it? What is the USP/ESP? Are there different styles/colours/ranges/features/brand extension etc that can add variation to my product/service? What is the life span of my product?
Price: The price of my product/service should reflect it’s positioning – look at competitors. Price strategy e.g. a premium price to support a quality product or a budget price to reflect wholesale/quick turnover. Will it make profit? Do prices reflect any special features? E.g. limited edition items, new desirable products.
Place: A good campaign could be let down if the product is not available from the right places. Where will the product be sold? Flagship stores/department stores/ catalogues/websites etc. Is it available on a global or national scale? Why is your product available from these particular places?
Promotion: Above the line e.g. TV, press, radio, cinema, outdoor advertising, such as billboards and adshels. Below the line e.g. Sales promotion, public relations, personal selling, viral marketing, direct mail, text messaging, guerrilla marketing.
I must also include: budgets/costing, methods to measure success, media plan, campaign plan, time plan.
People: Will the staff employed have specialist skills? Will they be trained in a special way? Will they have a particular selling technique? What type of customer service will they offer? Will they have a uniform or corporate clothing?
Persuasion: How will my selected forms of promotion persuade the minds of the customers? What message will the promotion communicate? Do the brand values = the consumer lifestyle values, and what methods are used to tell them. I must include reference to customer lifestyle/profile.
Illustration/Visuals: Visuals can be used to illustrate points discussed in my report, and also to enhance the overall presentation.
Conclusion: SWOT analysis – summarise and evaluate my campaign. Can I recommend any future developments where the campaign could be further enhanced?
Bibliography.
Literature Review: Review the key texts which have been beneficial and informative.
Now that I have successfully discussed what the report should include, I should consider the most efficient way to move towards this outcome. This weekend I aim to visit more places for primary research, and I shall have these annotated by the following week. My primary research is coming along nicely, however I need to make more progress on the secondary research – although this is the easiest to tackle. For the rest of today I will be photographing bits and pieces which I have collected over summer and over the last few weeks. I will then annotate these with regards to their significance linking to my project.
Content: To allow people to navigate to the right information.
Abstract: A short synopsis of the content of my report, this should include a statement about your campaign.
Methodology: How I will go about conducting my research and what methods I will use to carry these out – this should not include the results.
Introduction: Describe the product or service I have chosen to promote. Give the rationale behind the choice of the product/service. General information giving the background relating to the market content and any relevant research points.
Market Segmentation/context (main body): How is the market broken down, where does my product/service sit? Market level, e.g. designer/high street? Who are my competitors? Do they pose a threat/how come I overcome these? Target market – analyse my consumer. Profile my target customer’s lifestyle currently and for the future. What sort of demand is there – will it be wanted/needed/ desired?
Objectives: Consider the elements of SMART objectives.
Product: What are the features of your particular product/service what have made you want to promote it? What is the USP/ESP? Are there different styles/colours/ranges/features/brand extension etc that can add variation to my product/service? What is the life span of my product?
Price: The price of my product/service should reflect it’s positioning – look at competitors. Price strategy e.g. a premium price to support a quality product or a budget price to reflect wholesale/quick turnover. Will it make profit? Do prices reflect any special features? E.g. limited edition items, new desirable products.
Place: A good campaign could be let down if the product is not available from the right places. Where will the product be sold? Flagship stores/department stores/ catalogues/websites etc. Is it available on a global or national scale? Why is your product available from these particular places?
Promotion: Above the line e.g. TV, press, radio, cinema, outdoor advertising, such as billboards and adshels. Below the line e.g. Sales promotion, public relations, personal selling, viral marketing, direct mail, text messaging, guerrilla marketing.
I must also include: budgets/costing, methods to measure success, media plan, campaign plan, time plan.
People: Will the staff employed have specialist skills? Will they be trained in a special way? Will they have a particular selling technique? What type of customer service will they offer? Will they have a uniform or corporate clothing?
Persuasion: How will my selected forms of promotion persuade the minds of the customers? What message will the promotion communicate? Do the brand values = the consumer lifestyle values, and what methods are used to tell them. I must include reference to customer lifestyle/profile.
Illustration/Visuals: Visuals can be used to illustrate points discussed in my report, and also to enhance the overall presentation.
Conclusion: SWOT analysis – summarise and evaluate my campaign. Can I recommend any future developments where the campaign could be further enhanced?
Bibliography.
Literature Review: Review the key texts which have been beneficial and informative.
Now that I have successfully discussed what the report should include, I should consider the most efficient way to move towards this outcome. This weekend I aim to visit more places for primary research, and I shall have these annotated by the following week. My primary research is coming along nicely, however I need to make more progress on the secondary research – although this is the easiest to tackle. For the rest of today I will be photographing bits and pieces which I have collected over summer and over the last few weeks. I will then annotate these with regards to their significance linking to my project.
Wednesday, 26 January 2011
My Fortunate Meeting
So, there I am stood waiting (rather impatiently) for my train. It’s been a long day – a seven hour coach journey, to spend only a few hours at the Toy Fair – although it was invaluable research and most certainly worth the trip. Anyway, to backtrack, there I am hair windswept (but that’s just standard), and no makeup on – the small amount I put on at 3am that morning had certainly disintegrated throughout the day.
I have absolutely no idea what I am doing or where I am heading, so I make a lucky guess with the left hand side of the track. Amongst the banal hustle and bustle of the London train station a stranger approaches me.
“Sudan Mahendran”, the no-longer-stranger proclaims.
I look slightly baffled as I accept his stern handshake – clearly a business man.
“It’s you isn’t it?” he says in an assured tone “one of those twins from that ITV show?”
“Shhhh”, I reply, half-embarrassed by his need to broadcast this, half-unsure why this suited and booted gentleman has approached me.
After a few minutes of conversing it becomes apparent that Sudan has seen me in the Toy Fair, and is intrigued as to which part of the toy industry I ‘specialise’ in.
“To be completely honest” I tell Sudan, “the only thing I know about toys is how to play with them, my visit here is strictly for research purposes”.
Sudan seems intrigued by my eagerness to learn and my commitment to my studies, saying it is not what he imagined from one of the seemingly airheaded blonde twins. At the end of the conversation Sudan whips out his ... business card (sorry to disappoint, but it’s not that kind of story).
Sudan works for Performance Brands, an award-winning company which offers Brand Licensing consultancy and services worldwide, looking after prestigious brands including: BMW, Mini, Nintendo, Slazenger, Dr Martens, and Dunlop.
So there I am, a leg into the industry, and – to any pessimists - a prime example of the benefits of going on the so-called ‘trashy’ ITV show Take Me Out.
I have absolutely no idea what I am doing or where I am heading, so I make a lucky guess with the left hand side of the track. Amongst the banal hustle and bustle of the London train station a stranger approaches me.
“Sudan Mahendran”, the no-longer-stranger proclaims.
I look slightly baffled as I accept his stern handshake – clearly a business man.
“It’s you isn’t it?” he says in an assured tone “one of those twins from that ITV show?”
“Shhhh”, I reply, half-embarrassed by his need to broadcast this, half-unsure why this suited and booted gentleman has approached me.
After a few minutes of conversing it becomes apparent that Sudan has seen me in the Toy Fair, and is intrigued as to which part of the toy industry I ‘specialise’ in.
“To be completely honest” I tell Sudan, “the only thing I know about toys is how to play with them, my visit here is strictly for research purposes”.
Sudan seems intrigued by my eagerness to learn and my commitment to my studies, saying it is not what he imagined from one of the seemingly airheaded blonde twins. At the end of the conversation Sudan whips out his ... business card (sorry to disappoint, but it’s not that kind of story).
Sudan works for Performance Brands, an award-winning company which offers Brand Licensing consultancy and services worldwide, looking after prestigious brands including: BMW, Mini, Nintendo, Slazenger, Dr Martens, and Dunlop.
So there I am, a leg into the industry, and – to any pessimists - a prime example of the benefits of going on the so-called ‘trashy’ ITV show Take Me Out.
Toy Fair 2011 Review
I visited the Toy Fair 2011 at the Olympia Exhibition Centre. When I walked in I was overwhelmed by the number of stands which were on display. It was initially very apprehensive about approaching members of the industry as I was under the guise of ‘Catherine Wilkinson’ from the company ‘C.Wilkinson Creative’. I did not want to get myself into the situation where I was stuck for words when asked about my business. I therefore assessed the situation and approached those I believed would be helpful and willing to assist me. I saw the Peppa Pig stand which really intrigued me as I had researched thoroughly into this in my last brief - the review.
There was also a section for Lego, which I found interesting, considering my previous visit to LEGOLAND Discovery Centre. Within the four hours I spent at the exhibition I found myself picking up a variety of leaflets and booklets – some of these would prove to be invaluable to my research for example the ‘Toys n Playthings’ magazine which was only available to members of the industry, and also the ‘Toy News; Retail, licensing, distribution and marketing booklet. However, I did not simply just pick up these booklets and go, I also took the time to enquire about the industry, enquiring which brands/ranges were struggling at the moment, and also which ones were struggling. This was invaluable for me, and it taught me that a firsthand insight into the industry and its current state is necessary before teaming a product/service off with a brand.
I also learnt and toys and children, understanding risk, the value of play, and advertising with children. I discussed the rules and regulations of advertising and marketing products towards children/involving children with an industry professional – now I am much more aware of limitations and ideas which would not be viable, rather than going into the promotion side of this project blind.
Whilst at the event I took photographs, which I have also spent the day annotating, discussing what I learnt with regards to packaging, promotion, visual merchandising, POS options, and also the ‘people’ involved in the promotion of a product.
Please read the next blog entry to hear about my fortunate meeting at the train station.
There was also a section for Lego, which I found interesting, considering my previous visit to LEGOLAND Discovery Centre. Within the four hours I spent at the exhibition I found myself picking up a variety of leaflets and booklets – some of these would prove to be invaluable to my research for example the ‘Toys n Playthings’ magazine which was only available to members of the industry, and also the ‘Toy News; Retail, licensing, distribution and marketing booklet. However, I did not simply just pick up these booklets and go, I also took the time to enquire about the industry, enquiring which brands/ranges were struggling at the moment, and also which ones were struggling. This was invaluable for me, and it taught me that a firsthand insight into the industry and its current state is necessary before teaming a product/service off with a brand.
I also learnt and toys and children, understanding risk, the value of play, and advertising with children. I discussed the rules and regulations of advertising and marketing products towards children/involving children with an industry professional – now I am much more aware of limitations and ideas which would not be viable, rather than going into the promotion side of this project blind.
Whilst at the event I took photographs, which I have also spent the day annotating, discussing what I learnt with regards to packaging, promotion, visual merchandising, POS options, and also the ‘people’ involved in the promotion of a product.
Please read the next blog entry to hear about my fortunate meeting at the train station.
Sunday, 23 January 2011
The Toy Fair 2011
Through the Google search engine I stumbled across the Toy Fair 2011, which conveniently was being held this week 25th-27th January. This will be held at the Olympia Exhibition Centre, where 250 exhibitors will be attending. The Toy Fair is the only dedicated toy, game and hobby exhibition in the UK, and this week will see it celebrating its 58th anniversary. Exhibitors will range from large international companies to new start up companies, thousands of brand new toys, games and hobbies will be presented in one place, at the UK’s largest gathering of toy industry professionals, offering just under 19,000 square metres of space devoted to toys and the like.
Sponsors of the event include: Hexbug, Characters, Golden Bear, Spin Master, Bluw Toys, KidKraft, Tomy, Ups, Baby Centre, Turner, Ravens Burger and Marvin’s Magic.
Some of these brands I had actually never heard of, but research revealed that there could be potential to explore these further with regards to my product development concept.
The Toy Fair is also the meeting place for the wider industry surrounding play. For example The National Toy Council (NTC) is a forum that was set up by the British Toy & Hobby Association (BTHA) to bring together organisations and individuals connected with children, or concerned with their welfare. With regards to promotion, the NTC produces consumer leaflets on toy-related topics, issues/statements/press releases as necessary.
Also, and perhaps more relevant, the Play Research Network (PRN) in an informal, unconstituted group open to everyone involved in all aspects of research, it is about play and children of school age – its primary aim is for an exchange of information and ideas. In order to make sure that I can contact these people at the event, I will phone in advance:
Phone: +44(0)20 7843 6016
This is also a great networking opportunity, as there is a ‘press lunch’. This is available on the first day of the Toy Fair; therefore this is the day which I will visit.
Sponsors of the event include: Hexbug, Characters, Golden Bear, Spin Master, Bluw Toys, KidKraft, Tomy, Ups, Baby Centre, Turner, Ravens Burger and Marvin’s Magic.
Some of these brands I had actually never heard of, but research revealed that there could be potential to explore these further with regards to my product development concept.
The Toy Fair is also the meeting place for the wider industry surrounding play. For example The National Toy Council (NTC) is a forum that was set up by the British Toy & Hobby Association (BTHA) to bring together organisations and individuals connected with children, or concerned with their welfare. With regards to promotion, the NTC produces consumer leaflets on toy-related topics, issues/statements/press releases as necessary.
Also, and perhaps more relevant, the Play Research Network (PRN) in an informal, unconstituted group open to everyone involved in all aspects of research, it is about play and children of school age – its primary aim is for an exchange of information and ideas. In order to make sure that I can contact these people at the event, I will phone in advance:
Phone: +44(0)20 7843 6016
This is also a great networking opportunity, as there is a ‘press lunch’. This is available on the first day of the Toy Fair; therefore this is the day which I will visit.
How Could Video Modeling be used?
I was inspired today after watching the video below:
http://www.youtube.com/watch?v=enpFde5rgmw
The video is of a Sesame street character declaring: I love my hair. The message within the video is all-important, it attempts to defeat bullying against people who have 'different' hair, such as afro-carribean. The creator watched his adopted daughter playing with dolls such as Barbies, and getting upset because her hair did not bounce around in the same way as the doll's did. I read the articles below:
http://www.npr.org/templates/story/story.php?storyId=130653300
http://blogcritics.org/culture/article/i-love-my-hair-sesame-street/
This educated me about the power of this video - it moved a lot of people emotionally due to the strong message it carried - if effectively defeated the idea of perfect for children in that age bracket.
I could develop this by creating a series of videoa about what it’s like to be ‘normal’ e.g. be different - have faults. This would teach children to appreciate the way they are.
Children would watch these videos before they start reading teen magazines - in their preschool and primary school years, hopefully this will embed a message in their mind that everyone is different, but that’s what makes them special.
One main problem is the idea of natural beauty, and trying to make children realise that they don’t have to adhere to this. This is a hot topic at the moment with Willow Smith also promoting the idea of being different, and the benefits of having 'wild' hair. Please see below:
http://www.examiner.com/ny-in-new-york/black-women-i-love-my-hair-sesame-street-willow-smith-essence-video
I will now continue with my primary research, looking for things in the 'real world' which inspire me, and consider how I could interpret this into a unique product / service. Other than research into events/exhibitions, my aim for today is to have made great progress in annotating my primary research so far.
http://www.youtube.com/watch?v=enpFde5rgmw
The video is of a Sesame street character declaring: I love my hair. The message within the video is all-important, it attempts to defeat bullying against people who have 'different' hair, such as afro-carribean. The creator watched his adopted daughter playing with dolls such as Barbies, and getting upset because her hair did not bounce around in the same way as the doll's did. I read the articles below:
http://www.npr.org/templates/story/story.php?storyId=130653300
http://blogcritics.org/culture/article/i-love-my-hair-sesame-street/
This educated me about the power of this video - it moved a lot of people emotionally due to the strong message it carried - if effectively defeated the idea of perfect for children in that age bracket.
I could develop this by creating a series of videoa about what it’s like to be ‘normal’ e.g. be different - have faults. This would teach children to appreciate the way they are.
Children would watch these videos before they start reading teen magazines - in their preschool and primary school years, hopefully this will embed a message in their mind that everyone is different, but that’s what makes them special.
One main problem is the idea of natural beauty, and trying to make children realise that they don’t have to adhere to this. This is a hot topic at the moment with Willow Smith also promoting the idea of being different, and the benefits of having 'wild' hair. Please see below:
http://www.examiner.com/ny-in-new-york/black-women-i-love-my-hair-sesame-street-willow-smith-essence-video
I will now continue with my primary research, looking for things in the 'real world' which inspire me, and consider how I could interpret this into a unique product / service. Other than research into events/exhibitions, my aim for today is to have made great progress in annotating my primary research so far.
Friday, 21 January 2011
Considering Video Modelling
Today I researched into Video Modelling, where videos are used to demonstrate social skills, from anything such as using a tissue correctly, to how to behave in the playground.
Research has proven that these are useful teaching aids for children, particularly those with learning difficulties, who benefit more from seeing these activities on screen, rather than in real life, as they feel more able to interact / imitate.
I proposed this idea to my course leader, and considered whether this could be developed into an idea for a final campaign. Paz instructed me to consider how this would work – who is the target audience? What stops other people from doing this?
To add a unique element to this, I would use the characters to narrate / act out these scenarios, as opposed to humans. The characters would be permanently with the children throughout their development.
I am still looking into the idea of a developing the imaginary friend online, yet I will have to speak to psychiatrists etc to see if this is socially responsible. Also, since visiting Teddy Mountain, I have considered how I can incorporate a child-orientated educational service instore.
I spoke to Christine today about my PDP project idea and how I can move this forward. We decided that, at present, there are too many loose ends and that I should try to hone these towards a direct function/purpose for this service. It was suggested that I draw a list of 5-10 bullet points about what this service will actually do, and sift through them to see which are the most relevant.
My next stage will be to brainstorm in order to see which direction I can take this project in.
Research has proven that these are useful teaching aids for children, particularly those with learning difficulties, who benefit more from seeing these activities on screen, rather than in real life, as they feel more able to interact / imitate.
I proposed this idea to my course leader, and considered whether this could be developed into an idea for a final campaign. Paz instructed me to consider how this would work – who is the target audience? What stops other people from doing this?
To add a unique element to this, I would use the characters to narrate / act out these scenarios, as opposed to humans. The characters would be permanently with the children throughout their development.
I am still looking into the idea of a developing the imaginary friend online, yet I will have to speak to psychiatrists etc to see if this is socially responsible. Also, since visiting Teddy Mountain, I have considered how I can incorporate a child-orientated educational service instore.
I spoke to Christine today about my PDP project idea and how I can move this forward. We decided that, at present, there are too many loose ends and that I should try to hone these towards a direct function/purpose for this service. It was suggested that I draw a list of 5-10 bullet points about what this service will actually do, and sift through them to see which are the most relevant.
My next stage will be to brainstorm in order to see which direction I can take this project in.
Thursday, 20 January 2011
Communicating With Nurseries
My next step towards making progress in this project is to contact nurseries and preschool playgroups in order to set up ‘focus’ type groups with children. As mentioned in the email which I sent out (below), I desire to find out how children draw certain animals, and in fact which are their favourite animals.
This will then help me to find out which animals to use as my core characters for the website. For example if a bird proved to be a popular option with children, and they were able to recreate it with ease, then this would be a great choice to be included on the website.
Here is the email I sent out:
Hi,
I am a student at the University of Central Lancashire. I was wondering whether I could organise to visit the nursery to collect some drawings from the children.
I am creating new characters (e.g teddy, mouse, bird) and I would like to see the children's interpretation of these in order to create characters which they can best relate to.
Small Wonders Day Nursery – (01772) 556 900
Arkwright Mill,
Hawkins Street,
Preston,
Lancashire
PR1 7HR
Small Wonders Too – (01772) 252 212
1/5 Atholl Street,
Preston,
Lancashire
PR1 8TA
Stoneygate Nursery School & Centre
Stoneygate Walk, Preston, Lancashire, PR1 3XU
01772 257865
Head Start Pre-School Centre Ltd.
Oxford Street, Preston, Lancashire, PR1 3QY
01772 201004
James Street Day Nursery
James Street, Off London Road, Preston, Lancashire, PR1 4JU
01772 201914
Happytots Private Day Nursery
16 Adelphi Street, Preston, Lancashire, PR1 7BE
01772 884363
Head Start Pre-School Centre
Bow Lane, Preston, Lancashire, PR1 8ND
01772 561973
English Martyrs Catholic Primary School
Sizer Street, Preston, Lancashire, PR1 7DR
01772 556092
Brieryfield Road Day Nursery
Brieryfield Road, Preston, Lancashire, PR1 8SR
01772 254868
Small Wonders Too
Arkwright Mill, Hawkins Street, Preston, Lancashire, PR1 7HR
01772 556900
St Josephs
Rigby Street, Preston, Lancashire, PR1 5XL
01772 796084
Brambley Hedge Private Nursery School
2 New Lane, Penwortham, Preston, Lancashire, PR1 9JE
01772 752411
Woodside Preschool Nursery
5 Hennel Lane, Walton le Dale, Preston, Lancashire, PR5 4LA
01772 202197
Busy Bears Private Day Nursery
2a Manor House Lane, Preston, Lancashire, PR1 6HL
01772 795286
Wonderland Kindergarten
70 Waterloo Road, Ashton-On-Ribble, Preston, Lancashire, PR2 1EN
01772 768820
Clever Clogs Childcare Centre
St. Patricks Place, Walton le Dale, Preston, Lancashire, PR5 4HN
01772 888066
Highgate House Nursery
47 Highgate Lane, Fulwood, Lancashire, PR2 8LN
01772 715173
Woodlands Nursery
162 Ribbleton Lane, Ribbleton, Lancashire, PR2 6DB
01772 792484
Ashton House Ltd.
Ashton House, Pedders Lane, Ashton-On-Ribble, Preston, Lancashire, PR2 1HL
01772 726696
Cliffe House Nursery
19 Lambert Road, Ribbleton, Preston, Lancashire, PR2 6YQ
01772 795368
Cadley Kids Club
Fulwood & Cadley C P School, Cadley Causeway, Fulwood, Preston, Lancashire, PR2 3QT
01772 787982
Kindercare Childcare Centres
School Lane, Bamber Bridge, Preston, Lancashire, PR5 6QE
01772 324644
Little Achievers Day Nursery
Chatburn Road, Ribbleton, Preston, Lancashire, PR2 6BJ
01772 704664
Silver Birches School and Nursery
Longsands Ln, Fulwood, Preston, Lancashire, PR2 9PS
01772 798034
Willow Corner Nursery
43 Mayfield Avenue, Ingol, Preston, Lancashire, PR2 3PL
01772 720305
Carr Manor
Cann Bridge Street, Higher Walton, Preston, Lancashire, PR5 4DJ
01772 338126
Newlands Nursery School
Singleton Farm, Tower Lane, Fulwood, Preston, Lancashire, PR2 9HP
01772 716005
This will then help me to find out which animals to use as my core characters for the website. For example if a bird proved to be a popular option with children, and they were able to recreate it with ease, then this would be a great choice to be included on the website.
Here is the email I sent out:
Hi,
I am a student at the University of Central Lancashire. I was wondering whether I could organise to visit the nursery to collect some drawings from the children.
I am creating new characters (e.g teddy, mouse, bird) and I would like to see the children's interpretation of these in order to create characters which they can best relate to.
Small Wonders Day Nursery – (01772) 556 900
Arkwright Mill,
Hawkins Street,
Preston,
Lancashire
PR1 7HR
Small Wonders Too – (01772) 252 212
1/5 Atholl Street,
Preston,
Lancashire
PR1 8TA
Stoneygate Nursery School & Centre
Stoneygate Walk, Preston, Lancashire, PR1 3XU
01772 257865
Head Start Pre-School Centre Ltd.
Oxford Street, Preston, Lancashire, PR1 3QY
01772 201004
James Street Day Nursery
James Street, Off London Road, Preston, Lancashire, PR1 4JU
01772 201914
Happytots Private Day Nursery
16 Adelphi Street, Preston, Lancashire, PR1 7BE
01772 884363
Head Start Pre-School Centre
Bow Lane, Preston, Lancashire, PR1 8ND
01772 561973
English Martyrs Catholic Primary School
Sizer Street, Preston, Lancashire, PR1 7DR
01772 556092
Brieryfield Road Day Nursery
Brieryfield Road, Preston, Lancashire, PR1 8SR
01772 254868
Small Wonders Too
Arkwright Mill, Hawkins Street, Preston, Lancashire, PR1 7HR
01772 556900
St Josephs
Rigby Street, Preston, Lancashire, PR1 5XL
01772 796084
Brambley Hedge Private Nursery School
2 New Lane, Penwortham, Preston, Lancashire, PR1 9JE
01772 752411
Woodside Preschool Nursery
5 Hennel Lane, Walton le Dale, Preston, Lancashire, PR5 4LA
01772 202197
Busy Bears Private Day Nursery
2a Manor House Lane, Preston, Lancashire, PR1 6HL
01772 795286
Wonderland Kindergarten
70 Waterloo Road, Ashton-On-Ribble, Preston, Lancashire, PR2 1EN
01772 768820
Clever Clogs Childcare Centre
St. Patricks Place, Walton le Dale, Preston, Lancashire, PR5 4HN
01772 888066
Highgate House Nursery
47 Highgate Lane, Fulwood, Lancashire, PR2 8LN
01772 715173
Woodlands Nursery
162 Ribbleton Lane, Ribbleton, Lancashire, PR2 6DB
01772 792484
Ashton House Ltd.
Ashton House, Pedders Lane, Ashton-On-Ribble, Preston, Lancashire, PR2 1HL
01772 726696
Cliffe House Nursery
19 Lambert Road, Ribbleton, Preston, Lancashire, PR2 6YQ
01772 795368
Cadley Kids Club
Fulwood & Cadley C P School, Cadley Causeway, Fulwood, Preston, Lancashire, PR2 3QT
01772 787982
Kindercare Childcare Centres
School Lane, Bamber Bridge, Preston, Lancashire, PR5 6QE
01772 324644
Little Achievers Day Nursery
Chatburn Road, Ribbleton, Preston, Lancashire, PR2 6BJ
01772 704664
Silver Birches School and Nursery
Longsands Ln, Fulwood, Preston, Lancashire, PR2 9PS
01772 798034
Willow Corner Nursery
43 Mayfield Avenue, Ingol, Preston, Lancashire, PR2 3PL
01772 720305
Carr Manor
Cann Bridge Street, Higher Walton, Preston, Lancashire, PR5 4DJ
01772 338126
Newlands Nursery School
Singleton Farm, Tower Lane, Fulwood, Preston, Lancashire, PR2 9HP
01772 716005
Visit to Legoland
Inside the Legoland Discovery Centre in Manchester I ride on laser chariots, constructed intricate buildings and vehicles, saw the local area in astonishing miniature detail in lego miniland, experienced an extra dimension of entertainment in the lego studios 4D cinema and – most importantly – discovered the power of my own imagination. This was integral to the Legoland brand ethos and is what made this visit to very relevant to my studies.
The Discovery Centre is used for children’s birthday parties and educational activities or just for everyday/rainy day fun with the family. Upon first entering Legoland I was a little concerned that this was just a glorified gift shop, however I soon learnt that this certainly was not the case.
The whole atmosphere was very jolly and jovial, with the staff clearly very children-friendly, and the general fixtures and fittings being painted in primary colours to set the tone for a very youth-orientated attraction. I went through a tunnel containing different pots of lego for me to craft shapes and buildings etc out of at my leisure.
I then went up to the lift and played in a lego ‘ball pool’ type fixture, then suddenly saw a countdown for the doors opposite opening. Before I knew it the professor of the lego factory was greeting me. He was dressed from head to toe as the very crazy professor and really got into character as he discussed the whole process of making a lego brick. I was then provided with a free lego brick to commemorate the day (a nifty little form of promotion).
The 4D cinema used 3D technology, with extra effects such as water, wind and snow (foam bubbles), this really helped to enhance the experience and was great value for money. It was the unexpectedness of this which really ‘made’ the whole experience for me, for example – I was ushered onto the lava ride without even knowing of its presence. This was Legoland’s USP, as you never knew what would be around the next corner.
Overall, I would say that I learn from this that spontaneity is used without this adventure park to encourage the use of imagination and every opportunity. This is an invaluable piece of primary research which I will use to enhance the development of my product/service. I took photographs while in the Legoland Discovery Centre which I will annotate for my sketchbook accordingly.
What next? I will now look into any other adventure parks in the area / anything which will encourage the development of children’s minds/creativity and also their cognitive development. I will annotate the research thus far and continue to make use of sites such as Trend Hunter and Spring Wise to search out any innovative ideas for services/products which may be inspirational.
The Discovery Centre is used for children’s birthday parties and educational activities or just for everyday/rainy day fun with the family. Upon first entering Legoland I was a little concerned that this was just a glorified gift shop, however I soon learnt that this certainly was not the case.
The whole atmosphere was very jolly and jovial, with the staff clearly very children-friendly, and the general fixtures and fittings being painted in primary colours to set the tone for a very youth-orientated attraction. I went through a tunnel containing different pots of lego for me to craft shapes and buildings etc out of at my leisure.
I then went up to the lift and played in a lego ‘ball pool’ type fixture, then suddenly saw a countdown for the doors opposite opening. Before I knew it the professor of the lego factory was greeting me. He was dressed from head to toe as the very crazy professor and really got into character as he discussed the whole process of making a lego brick. I was then provided with a free lego brick to commemorate the day (a nifty little form of promotion).
The 4D cinema used 3D technology, with extra effects such as water, wind and snow (foam bubbles), this really helped to enhance the experience and was great value for money. It was the unexpectedness of this which really ‘made’ the whole experience for me, for example – I was ushered onto the lava ride without even knowing of its presence. This was Legoland’s USP, as you never knew what would be around the next corner.
Overall, I would say that I learn from this that spontaneity is used without this adventure park to encourage the use of imagination and every opportunity. This is an invaluable piece of primary research which I will use to enhance the development of my product/service. I took photographs while in the Legoland Discovery Centre which I will annotate for my sketchbook accordingly.
What next? I will now look into any other adventure parks in the area / anything which will encourage the development of children’s minds/creativity and also their cognitive development. I will annotate the research thus far and continue to make use of sites such as Trend Hunter and Spring Wise to search out any innovative ideas for services/products which may be inspirational.
Visit to Teddy Mountain
I visited Teddy Mountain in Preston, as I wanted to find a product/service for children which encouraged hands on learning with a lot of fun entwined. Teddy Mountain is the leader provider of highly interactive experience retail store and kiosk solutions in the “build-your-own Teddy Bear” businesses.
They have a worldclass assortment of premium products and global presence which provides customers with boundless opportunities for an interactive retail experience. Upon entering the shop I was greeted by a very friendly lady, the room was vibrant yellow with a ‘children’s landscape’ type decoration theme. The whole environment really screamed out ‘child friendly’.
It was interesting to see the assortment of flimsy teddy bears sat loud and proud in wooden boxes across the left hand side of the store. The lady instructed me to first of all select the bear/animal I would like to stuff, and then to choose whether I would like a sound to be placed inside him – in this instance I said no, and I just wanted to understand the standard procedure for creating the bear. Once I had chosen the bear I was taken over to the “fluffinator”. I sat on a toadstool and the shop assistant talked me through the “fluffing” procedure. First of all I chose a name for my bear, I decided it should be called ‘Herbert’, and therefore it was a little boy teddy bear.
The lady gave me exactly the same treatment as she did with any of her children customers. I was required to choose a heart to go inside of the teddy bear. This would later be hidden in with the fluff and therefore was for sentimental and novelty purposes more than anything.
The options for the heart were “love”, “friendship”, “hope and wishes” and “courage”. I chose love. Once I had selected the heart, I had to bring Herbert’s characteristics to life. This was a potentially very embarrassing situation, but with my friend on hand with the camera, I ensured that these moments were captured frame by frame.
In order to make Herbert intelligent I had to rub the heart on my head (brain), in order to make him cheeky, I had to rub the heart on my cheek, in order to make him kind I had to rub the heart on my heart, in order to make him strong I had to rub the cheek on my muscles – unfortunately I didn’t do this last step, and so was warned that Herbert was a very weak bear.
I was then taken over to a computer screen where I got to choose a message to incorporate into the gift certificate. This also contained a photograph of myself with Herbert, and was in itself an excellent form of promotion for the company as it contained a Teddy Mountain promise.
I took note of the packaging; Herbert was placed in a fabric drawstring bag which had the Teddy Mountain logo imprinted on it. This would be worn as a rucksack and paraded around the shopping centre after purchase for other children to see (and envy). I then purchased a gift box to place Herbert in, this was an additional £2, but was interactive with different holes and cut-out areas for the bear to peer through.
The reason this works so well as a service is the fact that it is just so very well suited to its target audience. They have thought through the whole process so well and, at £17 for the bear I would say it was well worth the money as I truly felt as if I had brought Herbert to life. I must now consider whether there is any way in which I could use the idea for this service or develop this service in any way.
They have a worldclass assortment of premium products and global presence which provides customers with boundless opportunities for an interactive retail experience. Upon entering the shop I was greeted by a very friendly lady, the room was vibrant yellow with a ‘children’s landscape’ type decoration theme. The whole environment really screamed out ‘child friendly’.
It was interesting to see the assortment of flimsy teddy bears sat loud and proud in wooden boxes across the left hand side of the store. The lady instructed me to first of all select the bear/animal I would like to stuff, and then to choose whether I would like a sound to be placed inside him – in this instance I said no, and I just wanted to understand the standard procedure for creating the bear. Once I had chosen the bear I was taken over to the “fluffinator”. I sat on a toadstool and the shop assistant talked me through the “fluffing” procedure. First of all I chose a name for my bear, I decided it should be called ‘Herbert’, and therefore it was a little boy teddy bear.
The lady gave me exactly the same treatment as she did with any of her children customers. I was required to choose a heart to go inside of the teddy bear. This would later be hidden in with the fluff and therefore was for sentimental and novelty purposes more than anything.
The options for the heart were “love”, “friendship”, “hope and wishes” and “courage”. I chose love. Once I had selected the heart, I had to bring Herbert’s characteristics to life. This was a potentially very embarrassing situation, but with my friend on hand with the camera, I ensured that these moments were captured frame by frame.
In order to make Herbert intelligent I had to rub the heart on my head (brain), in order to make him cheeky, I had to rub the heart on my cheek, in order to make him kind I had to rub the heart on my heart, in order to make him strong I had to rub the cheek on my muscles – unfortunately I didn’t do this last step, and so was warned that Herbert was a very weak bear.
I was then taken over to a computer screen where I got to choose a message to incorporate into the gift certificate. This also contained a photograph of myself with Herbert, and was in itself an excellent form of promotion for the company as it contained a Teddy Mountain promise.
I took note of the packaging; Herbert was placed in a fabric drawstring bag which had the Teddy Mountain logo imprinted on it. This would be worn as a rucksack and paraded around the shopping centre after purchase for other children to see (and envy). I then purchased a gift box to place Herbert in, this was an additional £2, but was interactive with different holes and cut-out areas for the bear to peer through.
The reason this works so well as a service is the fact that it is just so very well suited to its target audience. They have thought through the whole process so well and, at £17 for the bear I would say it was well worth the money as I truly felt as if I had brought Herbert to life. I must now consider whether there is any way in which I could use the idea for this service or develop this service in any way.
Sunday, 16 January 2011
Campaign Proposal So Far
Below is the campaign proposal I have created so far:
Campaign Proposal
Name: Seeing Things
Product/service:
Seeing Things is an online service which brings children’s imaginary companions to life. The concept was developed from knowledge that, although many parents delight in their child's imaginary companion as evidence of a lively imagination and creative mind, parents often find it difficult to know how to deal with the situation (Taylor, 2001).
Although not all children who have imaginary companions will disclose this information to adults, studies have shown that as many as 65% of young children have imaginary companions, with some children having more than one (Newman and Newman, 2008).
Primary research has revealed that 53% of respondents have or have had an imaginary friend. This is still a good proportion of people to market the service at. The survey was anonymous as it was felt that this would encourage respondents to be more truthful about their childhood friends.
One respondent had an imaginary friend from 7-10 years old: “it was a human who looked like my sister”.
Another respondent reported a troop of imaginary dinosaur friends:
“I had a selection of miniature dinosaurs that followed me around the house and would sit around me whenever I was still. They looked like the dinosaurs from the 90's children animation show, they wore check shirts. I had them from about 1993-1995 - so from three to five years old. They were green red and yellow.”
Another respondent had an imaginary friend named Gruff, who stayed with the child until he/she was eight years old. “He looked really scary; he was ghost-like, white with red eyes. He was really kind though and used to help me get to sleep at night”.
One respondent who still has an imaginary companion says that his/her parents are very accepting towards ‘Freddy’: “They love Freddy; we have a spare seat for him at the table and give him food. He is a fussy eater though and doesn’t like it much so we have to chuck it away sometimes”.
This acceptance was a rare reporting, as many of the respondents said that their parents “did not understand” the friendship they had with their imaginary friend.
It was these findings which led to the development of Seeing Things as a service which encourages parents to support their child’s imagination, and to improve their understanding about the interaction their children have with their imaginary playmate.
Newman and Newman (2008) note that an imaginary friend can come in a variety of forms ranging from animal, child and mythical - to a combination of all three. The service will provide a means for children to create an exact replica of their imaginary friend. This does not simply come down to physical appearance, but also personality too, as an imaginary friend has its own personality and lifelike characteristics which are consistent from day to day. It has its own likes and dislikes, which are not necessarily the same as those of its creator (Segal, 1999 and Newman and Newman, 2008).
The service would be utilised by children for a varied period of time ranging from a few months to several years – depending on the length of time the companion stays with the child. The service has longevity as the creation of an imaginary companion is often sustained for a long period of time (Benson and Haith, 2009).
Imaginary friends provide children with fun and companionship, a vehicle for dealing with anger or fear, and help in coping with problems (Benson and Haith, 2009). The online service would therefore include games supporting real life experiences, as an imaginary friend is often involved in a child’s efforts to differentiate right and wrong (Newman and Newman, 2008).
Target audienceThis service will be targeted predominantly at children aged 3-7 years old. However, the service will be appropriate for use by children up to about 10 years, as imaginary companions are as common in the early elementary years as they are in the preschool years (Benson and Haith, 2009). The website will be designed for young children to use alongside their parents, therefore it must be simple to navigate, yet also informative. Segal (1999) notes that by the beginning of the preschool period imaginary companions have become more than security objects; now they have personalities and lifelike characteristics. Therefore, the types of activities available on the website will acknowledge this, offering feeding time and sleeping time for the imaginary friend, for example, in order for it to feel revitalised and ready to play.
It is advised that parents act respectfully towards an imaginary friend. Langholt (2011) suggests that Parents should not tell a child that his friend is not real, that it is silly, or that he/she should not have or talk to his imaginary friend:
“Whereas not all parents are aware of their children’s foray into the world of imagination, a majority of parents are knowledgeable and respectful of their child’s interest and imagination. Some parents even facilitate their children’s relationship with the imaginary companion” (Benson and Haith, 2009:240).
It is these parents which this service would be targeted towards, encouraging them to understand/ appreciate their child’s relationship with his/her imaginary companion.
There is now clear evidence that imaginary friends are a common feature in childhood development (Majors, 2011), yet there is no online presence to support this. The Seeing Things website could be used as a form of escapism particularly for an only child, or children who are bullied at school, for example, who rely on their imaginary playmate for comfort. This is in accordance to Jeffree et al.’s (1985) belief that imagination can become a safety valve for stressful and difficult situations.
Price
The online service itself will be free, yet there will be an online shop, where children will be able to purchase a teddy version of their ‘imaginary’ friend. The purchase process will take the customer through a number of design options – similar to an online version of the ‘build-a-bear’ workshop, yet there will be numerous different body forms/sizes and styles to choose from. Singer and Singer (1992) assert that children are very descriptive about certain features of their imaginary playmate, and the online service must accommodate for this.
Kail and Cavanaugh (208:188) support this notion:
“Children can usually describe their imaginary playmates in some detail, mentioning sex and age as well as hair and eye colour.”
Having a service whereby children can bring their imaginary friends to life would help parents come to terms with the child’s imaginary friend, which would be less frustrating for the child. After the child has grown out of the phase of having an imaginary friend, the produced item can be a keepsake which will likely be treasured and passed down through generations, having a great sentimental value. It is understood that creating unique one-off body parts will be expensive for the company, with regards to production. Therefore I must consider ways to overcome this.
Place
This will be an online service, available from the Seeing Things official website. Langholt (2011) asserts that although the amount of interaction with imaginary friends varies from child to child - for some the imaginary friend is a constant companion, whereas for others the imaginary friend is only around during times of stress. Therefore the online nature of this service would be appropriate for all types of interaction, and can be revisited as little/as often as the child feels necessary (Langholt, 2011).
Campaign Proposal
Name: Seeing Things
Product/service:
Seeing Things is an online service which brings children’s imaginary companions to life. The concept was developed from knowledge that, although many parents delight in their child's imaginary companion as evidence of a lively imagination and creative mind, parents often find it difficult to know how to deal with the situation (Taylor, 2001).
Although not all children who have imaginary companions will disclose this information to adults, studies have shown that as many as 65% of young children have imaginary companions, with some children having more than one (Newman and Newman, 2008).
Primary research has revealed that 53% of respondents have or have had an imaginary friend. This is still a good proportion of people to market the service at. The survey was anonymous as it was felt that this would encourage respondents to be more truthful about their childhood friends.
One respondent had an imaginary friend from 7-10 years old: “it was a human who looked like my sister”.
Another respondent reported a troop of imaginary dinosaur friends:
“I had a selection of miniature dinosaurs that followed me around the house and would sit around me whenever I was still. They looked like the dinosaurs from the 90's children animation show, they wore check shirts. I had them from about 1993-1995 - so from three to five years old. They were green red and yellow.”
Another respondent had an imaginary friend named Gruff, who stayed with the child until he/she was eight years old. “He looked really scary; he was ghost-like, white with red eyes. He was really kind though and used to help me get to sleep at night”.
One respondent who still has an imaginary companion says that his/her parents are very accepting towards ‘Freddy’: “They love Freddy; we have a spare seat for him at the table and give him food. He is a fussy eater though and doesn’t like it much so we have to chuck it away sometimes”.
This acceptance was a rare reporting, as many of the respondents said that their parents “did not understand” the friendship they had with their imaginary friend.
It was these findings which led to the development of Seeing Things as a service which encourages parents to support their child’s imagination, and to improve their understanding about the interaction their children have with their imaginary playmate.
Newman and Newman (2008) note that an imaginary friend can come in a variety of forms ranging from animal, child and mythical - to a combination of all three. The service will provide a means for children to create an exact replica of their imaginary friend. This does not simply come down to physical appearance, but also personality too, as an imaginary friend has its own personality and lifelike characteristics which are consistent from day to day. It has its own likes and dislikes, which are not necessarily the same as those of its creator (Segal, 1999 and Newman and Newman, 2008).
The service would be utilised by children for a varied period of time ranging from a few months to several years – depending on the length of time the companion stays with the child. The service has longevity as the creation of an imaginary companion is often sustained for a long period of time (Benson and Haith, 2009).
Imaginary friends provide children with fun and companionship, a vehicle for dealing with anger or fear, and help in coping with problems (Benson and Haith, 2009). The online service would therefore include games supporting real life experiences, as an imaginary friend is often involved in a child’s efforts to differentiate right and wrong (Newman and Newman, 2008).
Target audienceThis service will be targeted predominantly at children aged 3-7 years old. However, the service will be appropriate for use by children up to about 10 years, as imaginary companions are as common in the early elementary years as they are in the preschool years (Benson and Haith, 2009). The website will be designed for young children to use alongside their parents, therefore it must be simple to navigate, yet also informative. Segal (1999) notes that by the beginning of the preschool period imaginary companions have become more than security objects; now they have personalities and lifelike characteristics. Therefore, the types of activities available on the website will acknowledge this, offering feeding time and sleeping time for the imaginary friend, for example, in order for it to feel revitalised and ready to play.
It is advised that parents act respectfully towards an imaginary friend. Langholt (2011) suggests that Parents should not tell a child that his friend is not real, that it is silly, or that he/she should not have or talk to his imaginary friend:
“Whereas not all parents are aware of their children’s foray into the world of imagination, a majority of parents are knowledgeable and respectful of their child’s interest and imagination. Some parents even facilitate their children’s relationship with the imaginary companion” (Benson and Haith, 2009:240).
It is these parents which this service would be targeted towards, encouraging them to understand/ appreciate their child’s relationship with his/her imaginary companion.
There is now clear evidence that imaginary friends are a common feature in childhood development (Majors, 2011), yet there is no online presence to support this. The Seeing Things website could be used as a form of escapism particularly for an only child, or children who are bullied at school, for example, who rely on their imaginary playmate for comfort. This is in accordance to Jeffree et al.’s (1985) belief that imagination can become a safety valve for stressful and difficult situations.
Price
The online service itself will be free, yet there will be an online shop, where children will be able to purchase a teddy version of their ‘imaginary’ friend. The purchase process will take the customer through a number of design options – similar to an online version of the ‘build-a-bear’ workshop, yet there will be numerous different body forms/sizes and styles to choose from. Singer and Singer (1992) assert that children are very descriptive about certain features of their imaginary playmate, and the online service must accommodate for this.
Kail and Cavanaugh (208:188) support this notion:
“Children can usually describe their imaginary playmates in some detail, mentioning sex and age as well as hair and eye colour.”
Having a service whereby children can bring their imaginary friends to life would help parents come to terms with the child’s imaginary friend, which would be less frustrating for the child. After the child has grown out of the phase of having an imaginary friend, the produced item can be a keepsake which will likely be treasured and passed down through generations, having a great sentimental value. It is understood that creating unique one-off body parts will be expensive for the company, with regards to production. Therefore I must consider ways to overcome this.
Place
This will be an online service, available from the Seeing Things official website. Langholt (2011) asserts that although the amount of interaction with imaginary friends varies from child to child - for some the imaginary friend is a constant companion, whereas for others the imaginary friend is only around during times of stress. Therefore the online nature of this service would be appropriate for all types of interaction, and can be revisited as little/as often as the child feels necessary (Langholt, 2011).
Survey Monkey Questionnaire
Below are the questions asked in the Survey Monkey questionairre
*1. Do you have / did you have an imaginary friend?
Do you have / did you have an imaginary friend? YesNo
*2. If you answered yes,
Please provide AS MUCH detail about this as possible. E.g What was the friend's name?
How long did you 'keep' him for?
How old were you?
What did your imaginary companion look like?
*3. Did you tell your parents/guardians about this friend? YesNo
*4. If you answered yes above,
What was their reaction? Did they support you or encourage you to grow out of this?
Please answer in as much detail as possible.
I will post another blog later on this evening, this will include my campaign propsoal so far, with data and quotations extracted from Survey Monkey.
*1. Do you have / did you have an imaginary friend?
Do you have / did you have an imaginary friend? YesNo
*2. If you answered yes,
Please provide AS MUCH detail about this as possible. E.g What was the friend's name?
How long did you 'keep' him for?
How old were you?
What did your imaginary companion look like?
*3. Did you tell your parents/guardians about this friend? YesNo
*4. If you answered yes above,
What was their reaction? Did they support you or encourage you to grow out of this?
Please answer in as much detail as possible.
I will post another blog later on this evening, this will include my campaign propsoal so far, with data and quotations extracted from Survey Monkey.
Reflecting On My London Trip
So, I got back from my trip to London in the very early hours of this morning. Since then I have been through the photographs I took and have began annotating these. I believe this was an invaluable research trip for me, as it allowed me to look at the way different toys were packaged. If I eventually decide that I will make the imaginary friend into a ‘purchasable’ and ‘tangible’ product, it will be very important to get packaging which complements the brand and suits the target audience.
My initial trip to the Museum of Childhood was very productive, and I ensured that I photographed all items which may even be just a little bit useful. I looked at different graphic styles and considered how these were well targeted to the youth consumer. I also visited the gift shop where I picked up leaflets and small items for my sketchbook, which I believed would really help to develop the theme of ‘childhood’.
I then had a lot of time to spare, so I hopped on another tube and went to the main Victoria and Albert museum, although the displays within this museum are mainly historical sculptures and installations. However I did find the odd item which (in its time) was directed at the youth market, I therefore photographed these – there would be no harm in me taking the promotion of a child’s product and delivering it in a traditional method if there is evidence that this was successful at the time.
I also considered how I would format my sketchbook. I decided that I would like this to be really creative – I desired the sketchbook to match the child market – I could use a knife to cut out certain shapes are allow the reader to see through to the section below etc. Tomorrow I must have decided whether to opt for card and then to get this bound, or whether to work in a sketchbook format.
I have also spend my day conducting research about the type of imaginary friends which people have / have had, and whether their parents or guardians at the time were supportive about it. I therefore used Survey Monkey to create a small questionnaire. This was only very brief – and I ensured that it was anonymous, and this is a topic which would be considered very ‘embarrassing’ to discuss, therefore people would be reluctant to answer if they were required to provide their name.
So far, over 40% of my respondents have an imaginary friend. I left part of the questionnaire in open-answer / essay style format, to try and encourage discussion. Here is one example of an answer provided.
I also continued to use Yahoo Answers to facilitate discussion around the subject. I must bear in mind that if I am to include these questions in my written report, I will not be able to acknowledge the individuals who provide the answers, rather I will have to say ‘respondent 1’, ‘respondent 2’, etc.
My next aim is to have written the campaign proposal for this new idea, ready to show my course leaders tomorrow. I will update the blog and include this proposal in it once I have done so.
My initial trip to the Museum of Childhood was very productive, and I ensured that I photographed all items which may even be just a little bit useful. I looked at different graphic styles and considered how these were well targeted to the youth consumer. I also visited the gift shop where I picked up leaflets and small items for my sketchbook, which I believed would really help to develop the theme of ‘childhood’.
I then had a lot of time to spare, so I hopped on another tube and went to the main Victoria and Albert museum, although the displays within this museum are mainly historical sculptures and installations. However I did find the odd item which (in its time) was directed at the youth market, I therefore photographed these – there would be no harm in me taking the promotion of a child’s product and delivering it in a traditional method if there is evidence that this was successful at the time.
I also considered how I would format my sketchbook. I decided that I would like this to be really creative – I desired the sketchbook to match the child market – I could use a knife to cut out certain shapes are allow the reader to see through to the section below etc. Tomorrow I must have decided whether to opt for card and then to get this bound, or whether to work in a sketchbook format.
I have also spend my day conducting research about the type of imaginary friends which people have / have had, and whether their parents or guardians at the time were supportive about it. I therefore used Survey Monkey to create a small questionnaire. This was only very brief – and I ensured that it was anonymous, and this is a topic which would be considered very ‘embarrassing’ to discuss, therefore people would be reluctant to answer if they were required to provide their name.
So far, over 40% of my respondents have an imaginary friend. I left part of the questionnaire in open-answer / essay style format, to try and encourage discussion. Here is one example of an answer provided.
I also continued to use Yahoo Answers to facilitate discussion around the subject. I must bear in mind that if I am to include these questions in my written report, I will not be able to acknowledge the individuals who provide the answers, rather I will have to say ‘respondent 1’, ‘respondent 2’, etc.
My next aim is to have written the campaign proposal for this new idea, ready to show my course leaders tomorrow. I will update the blog and include this proposal in it once I have done so.
Friday, 14 January 2011
Next I considered bringing this service to life more, in order to do so I considered names which would be relevant as the service title, I also thought of potential tag lines for this. I ensured that all of these revolved around the concept of ‘imagination’
Below are some I have come up with at this early stage:
Seeing Things
If the mind conceives it, we believe it
Reality leaves a lot to the imagination
Everything you can imagine is real (Pablo Picasson quotes).
Imagination rules the world (Napoleon Bonaparte).
As I already had an idea that my final campaign would revolve around the ‘children’ theme, I started collecting items over summer – including books, magazines, leaflets, and odd items. I must decide tomorrow how I intend to present my work – in a sketchbook or a folder, because I must start annotating this, drawing conclusions with regards to the colour scheme etc, so that I can eventually start on my sketchbook for the Final Promotional Campaign.
I have already decided that I will produce a research folder for the written review –I feel both of these examples are appropriate for the outcomes in allowing for research and development.
Below are some I have come up with at this early stage:
Seeing Things
If the mind conceives it, we believe it
Reality leaves a lot to the imagination
Everything you can imagine is real (Pablo Picasson quotes).
Imagination rules the world (Napoleon Bonaparte).
As I already had an idea that my final campaign would revolve around the ‘children’ theme, I started collecting items over summer – including books, magazines, leaflets, and odd items. I must decide tomorrow how I intend to present my work – in a sketchbook or a folder, because I must start annotating this, drawing conclusions with regards to the colour scheme etc, so that I can eventually start on my sketchbook for the Final Promotional Campaign.
I have already decided that I will produce a research folder for the written review –I feel both of these examples are appropriate for the outcomes in allowing for research and development.
Recurring Themes Within The Museum of Childhood
One recurrent theme throughout the museum is Historical Illusion. It examines our fascination with magic and illusion.
Galleries which I will visit include: Moving Toys, which showcases the Museum's extensive collection of moving and optical toys; Creativity, featuring examples of toys related to the development of imagination and creativity during childhood; and Childhood, which tells the social story of childhood using a variety of objects.
The Creativity Gallery is where I expect the majority of my inspiration to come from. The creators of the exhibition realise that play helps children to develop social skills and build confidence. This gallery is divided into four sections – ‘Imagine’ is the first of these.
This exhibits those things which revolve around child play - for example puppets, stories, soft toys and teddies – which all enable children to creative their own imaginative world. This further links to the idea of an Imaginary friend as it suggests that imagination can provide an escape for children in situations they find difficult, such as sibling rivalry.
The imagination can also provide an escape and a means for children to come to terms with experiences they find difficult, such as sibling rivalry. It can also give them a sense of control over their environment and help them find their place within the world. This section is then divided further into subsections: Alone or with a Friend; Imaginary Friends; Children in Charge; Who Needs Toys?; Early Play; Making up Stories and Growing Out of Imaginary Play. This demonstrates how absolutely necessary it is that I visit this exhibition.
Be Inspired is divided into the following themes: Classic Fantasy; Superheroes Saving the World; Space, the Final Frontier; People are Inspired in Different Ways; People are Inspired by Many Things; Starting with the Familiar and Inspired by the Familiar.
The Make it Happen section of the Creativity Gallery displays toys created by other children, many of which were made from everyday household objects and materials. Make it Happen is divided into the following themes: Made by You; Made by Children and The Making Process.
I will report on my visit once I have returned and will be sure to take plenty of photographs and purchase anything necessary/relevant from the gift shop.
What next? Next step is to ensure my camera is fully charged for tomorrow excursion
Galleries which I will visit include: Moving Toys, which showcases the Museum's extensive collection of moving and optical toys; Creativity, featuring examples of toys related to the development of imagination and creativity during childhood; and Childhood, which tells the social story of childhood using a variety of objects.
The Creativity Gallery is where I expect the majority of my inspiration to come from. The creators of the exhibition realise that play helps children to develop social skills and build confidence. This gallery is divided into four sections – ‘Imagine’ is the first of these.
This exhibits those things which revolve around child play - for example puppets, stories, soft toys and teddies – which all enable children to creative their own imaginative world. This further links to the idea of an Imaginary friend as it suggests that imagination can provide an escape for children in situations they find difficult, such as sibling rivalry.
The imagination can also provide an escape and a means for children to come to terms with experiences they find difficult, such as sibling rivalry. It can also give them a sense of control over their environment and help them find their place within the world. This section is then divided further into subsections: Alone or with a Friend; Imaginary Friends; Children in Charge; Who Needs Toys?; Early Play; Making up Stories and Growing Out of Imaginary Play. This demonstrates how absolutely necessary it is that I visit this exhibition.
Be Inspired is divided into the following themes: Classic Fantasy; Superheroes Saving the World; Space, the Final Frontier; People are Inspired in Different Ways; People are Inspired by Many Things; Starting with the Familiar and Inspired by the Familiar.
The Make it Happen section of the Creativity Gallery displays toys created by other children, many of which were made from everyday household objects and materials. Make it Happen is divided into the following themes: Made by You; Made by Children and The Making Process.
I will report on my visit once I have returned and will be sure to take plenty of photographs and purchase anything necessary/relevant from the gift shop.
What next? Next step is to ensure my camera is fully charged for tomorrow excursion
What Should I Expect From My Research?
Since the previous blog entry, I decided that I would be very proactive about my primary research as delve straight in. Consequently I booked a train to London tomorrow to visit the V&A Museum of Childhood.
I believe that this is an excellent place to start my research; it will really get me into the vibe of childhood any make me consider what appeals to children – all of which will be useful when marketing my service.
I took a virtual tour of the exhibition online and consequently decided it would be worth the time and money to visit. Train is booked for 3am tomorrow morning, and I have a seven hour journey ahead of me.
From the website I shall expect to see the UK’s national collection of childhood-related objects. This spans from the 1600s to the present day, featuring toys, dolls, dolls’ houses, games, puppets, nursery, children’s clothing and furniture. This should give me inspiration regarding what qualities a child will look for in a toy, and the different methods of manufacturing, so I know how to promote the toy online.
I will look at the Institute of Play exhibition by Colin Booth. The building block installation may inspire me with regards to an online game, for example. Institute of Play shows how children, artists and architects can share a common interest in materials, alongside a sense of play.
I am also looking forward to seeing the Doll Face exhibition, this features a set of 12 photographic portraits, by Craig Deane, of dolls from the Museum of Childhood’s collection. It explores the changing representations we as people make of ourselves. These images will be useful for me when considering different graphic elements and ways in which I can communicate the idea of an imaginary friend, which may or may not be human form – it may indeed by anthropomorphic.
Within my original campaign proposal for Sole Mates, I discussed how the service would benefit those with special needs, in particular Autism. Therefore I am very excited about the opportunity to visit the exhibition ‘Welcome to Our World...Living with Autism. The hosts a series of miniature displays which explore some of the more challenging factors of contemporary childhood. This display takes a look at life through the eyes of children with autism, in collaboration with The National Autistic Society, and therefore it is a reputable source of primary research.
Through research conducted thus far, I have learnt that food, and indeed the whole ‘eating’ experience, is one which the child often bring the imaginary companion into. Therefore I will visit the Food Glorious Food exhibition to see if this is another aspect I can explore within the online service.
The Absurd Impositions exhibition features a selection of drawings from Rebecca Fortnum, who looks at the ways in which portraits evoke the imaginative life of children.
‘Dream’ is one display I will really explore; this is a series of small pencil drawings of children with their eyes closed. It introduces the idea that a child’s imaginings are inaccessible to the viewer. It questions whether/not the child has deliberatively blocked out the viewer’s gaze.
‘The Tiger Who Came to Tea’ is a further exhibition of interest to me. It centres on the book of this title by Judith Kerr, which was written as a bedtime story for her own children, published in 1968. This is interesting for me, because it is likely that I will be creating a book to accompany my online offering. This is an example of a successful because of work, as demonstrated by the fact that it has been translated into 11 different languages and sold over five million copies. The exhibition has further relevance to my work, as it brings the story to life with a life-size tiger.
The exhibition explores Judith’s childhood and her experiences of having to escape Germany; it is relevant to my research as the story is told through her ‘alter ego’ Anna. The Magic Worlds – this is a major exhibition within the Museum. It delves into the realms of fantasy and enchantment.
I believe that this is an excellent place to start my research; it will really get me into the vibe of childhood any make me consider what appeals to children – all of which will be useful when marketing my service.
I took a virtual tour of the exhibition online and consequently decided it would be worth the time and money to visit. Train is booked for 3am tomorrow morning, and I have a seven hour journey ahead of me.
From the website I shall expect to see the UK’s national collection of childhood-related objects. This spans from the 1600s to the present day, featuring toys, dolls, dolls’ houses, games, puppets, nursery, children’s clothing and furniture. This should give me inspiration regarding what qualities a child will look for in a toy, and the different methods of manufacturing, so I know how to promote the toy online.
I will look at the Institute of Play exhibition by Colin Booth. The building block installation may inspire me with regards to an online game, for example. Institute of Play shows how children, artists and architects can share a common interest in materials, alongside a sense of play.
I am also looking forward to seeing the Doll Face exhibition, this features a set of 12 photographic portraits, by Craig Deane, of dolls from the Museum of Childhood’s collection. It explores the changing representations we as people make of ourselves. These images will be useful for me when considering different graphic elements and ways in which I can communicate the idea of an imaginary friend, which may or may not be human form – it may indeed by anthropomorphic.
Within my original campaign proposal for Sole Mates, I discussed how the service would benefit those with special needs, in particular Autism. Therefore I am very excited about the opportunity to visit the exhibition ‘Welcome to Our World...Living with Autism. The hosts a series of miniature displays which explore some of the more challenging factors of contemporary childhood. This display takes a look at life through the eyes of children with autism, in collaboration with The National Autistic Society, and therefore it is a reputable source of primary research.
Through research conducted thus far, I have learnt that food, and indeed the whole ‘eating’ experience, is one which the child often bring the imaginary companion into. Therefore I will visit the Food Glorious Food exhibition to see if this is another aspect I can explore within the online service.
The Absurd Impositions exhibition features a selection of drawings from Rebecca Fortnum, who looks at the ways in which portraits evoke the imaginative life of children.
‘Dream’ is one display I will really explore; this is a series of small pencil drawings of children with their eyes closed. It introduces the idea that a child’s imaginings are inaccessible to the viewer. It questions whether/not the child has deliberatively blocked out the viewer’s gaze.
‘The Tiger Who Came to Tea’ is a further exhibition of interest to me. It centres on the book of this title by Judith Kerr, which was written as a bedtime story for her own children, published in 1968. This is interesting for me, because it is likely that I will be creating a book to accompany my online offering. This is an example of a successful because of work, as demonstrated by the fact that it has been translated into 11 different languages and sold over five million copies. The exhibition has further relevance to my work, as it brings the story to life with a life-size tiger.
The exhibition explores Judith’s childhood and her experiences of having to escape Germany; it is relevant to my research as the story is told through her ‘alter ego’ Anna. The Magic Worlds – this is a major exhibition within the Museum. It delves into the realms of fantasy and enchantment.
Moving The Research Forwards
After reading into the subject area I decided that there would be purpose for this service – as parents often feel very confused and also ‘useless’ in understanding how to treat an imaginary friend. This will bring children and adults together in helping to create a physical version which the child can take everywhere with them – making other toys almost obsolete. From this point it was necessary to make some questions which would direct the next few stages of research:
Critical thinking questions:
How do imaginary friends get created? What experiences and ideas lead to this development?
What different types of imaginary friends are there (physically).
Are imaginary friends a concern for parents? What can they do to resolve this.
I then listed places to visit to enhance research. These would hopefully inspire me to further develop this service, or even impact in small ways, such as deciding on the colour palette to use for this site at a later date etc.
Places to visit for research:
Lancaster county museum: Stanley Street, Preston PR1 4YP
V & A museum, London.
The V&A Museum of Childhood is open from 10:00 until 17:45 every day.
Build-a-Bear Workshop
Critical thinking questions:
How do imaginary friends get created? What experiences and ideas lead to this development?
What different types of imaginary friends are there (physically).
Are imaginary friends a concern for parents? What can they do to resolve this.
I then listed places to visit to enhance research. These would hopefully inspire me to further develop this service, or even impact in small ways, such as deciding on the colour palette to use for this site at a later date etc.
Places to visit for research:
Lancaster county museum: Stanley Street, Preston PR1 4YP
V & A museum, London.
The V&A Museum of Childhood is open from 10:00 until 17:45 every day.
Build-a-Bear Workshop
Research Into Imaginary Friends/Companions
I looked at academic writing on Imaginary friends and the fuction they serve for children within their development. Through conducting this research I hoped to conclude that there was a purpose for an online service of this nature.
Below are important quotes which I have pulled from different readings, I have referenced these accordingly. I believe that by having a quote bank I will be prepared to write the academic essay when the time comes to it.
I also interviewed two people about their experience of having / knowing someone with an imaginary friend:
Interviewee 1, personal correspondence (2011).
I had an imaginary friend; he was human and his name was John. He was a year older than me. I never went anywhere without him it was so funny. I would d actually buckle him into a seatbelt, and when I did something I wasn’t supposed to - I blamed it all on him. He ate my veggies and everything. I grew out of the phase after about a year but it was a long year for my friends and family.
Interviewee 2, personal correspondence (2011).
All children that are smart enough to play with themselves have one. Ever see a little girl set a table for an imaginary tea party. She doesn't just set a place for herself. A boy playing cops and robbers will have no end of bad guys to shoot. The friends of imagination fit the age and type of person needed for the situation. If your child has no one to talk to, she will create one. Just like you do. The difference is you can use the internet. She must use her imagination.
Super Cool Toy Store invites customers to purchase an Imaginary Friend Certificate. The have produced a simple question and answer page which will create a personalised certificate honouring a child’s imaginary friend. Other than this, there is a very small offering on line for imaginary friends and their preschool companions.
“Probably the most sophisticated form of symbolic play is the creation of an imaginary friend (Singer, 1975 cited in Newman and Newman, 2008:206).
An imaginary friend, which may be an animal, a child, or some other creature, springs complete in concept from the mind of the child. (Newman and Newman, 2008:206).
“It occupies space. It has its own personality which is consistent from day to day. It has its own likes and dislikes, which are not necessarily the same as those of its creator.” (Newman and Newman, 2008:206).
“Although not all children who have imaginary companions will disclose this information to adults, some studies have shown that as many as 65% of young children have imaginary companions, and some children have more than one” (Singer and Singer, 1990 cited in Newman and Newman, 2008:206).
Children who have imaginary companions also report a more vivid imagery when daydreaming or engaging in pretend play (Bouldin, 2006).
Studies have shown that children who have imaginary companions also tend to have more extensive language competence, which is observable in their ongoing conversation with their invisible friend (Gleason, 2004).
First step for primary research:
Invite children who have imaginary companions to come to play with them under observation and questioning.
An imaginary friend takes the place of other children when there are none around(Newman and Newman, 2008:206).
This serves as a confidant for children’s private expression; and is often involved in their efforts to differentiate right and wrong (Newman and Newman, 2008:206).
This idea also has longevity as: “unlike everyday pretend play, the creation of an imaginary companion represents a pretense activity that is often sustained for a long period of time” (Benson and Haith, 2009:240).
Imaginary companions are as common in the early elementary years as it is in the preschool years (Benson and Haith, 2009:240).
Children create imaginary companions for a variety of reasons; their companions provide them with fun and companionship, a vehicle for dealing with anger or fear, and help in coping with problems (Benson and Haith, 2009:240).
“Whereas not all parents are aware of their children’s foray into the world of imagination, a majority of parents are knowledgeable and respectful of their child’s interest and imagination. Some parents even facilitate their children’s relationship with the imaginary companion (Benson and Haith, 2009:240).
Research has found that children with imaginary companions are engaging in a fairly common and potentially beneficial form of play that in many cases seems to be an integral part of their development (Benson and Haith, 2009:240).
Many children create “imaginary playmates” early in life, and their play dramas with imaginary companions may help them practice and perfect such social routines as interacting amicably with or providing support and comfort to friends (Gleason, 2004).
“Children can usually describe their imaginary playmates in some detail, mentioning sex and age as well as hair and eye colour.” (Kail and Cavanaugh, 208:188)
There is a website which allows you to http://imaginaryfriends.spruz.com/ chat to other people – perhaps about your imaginary friend, or about any topic you desire, yet this is not well utilised and it does not extend to helping the user recreate their imaginary friend. Other than this, the web presence for imaginary friends is very weak.
Some psychologists even suggest that play ‘progresses’ as it becomes more ‘real’ (Cohen and Mackeith (1991:24).
“By the beginning of the preschool period, imaginary companions have become more than security objects. Now they have personalities and lifelike characteristics, and their role includes helping children act out wishes on a fantasy level or serving as scapegoats (Segal, 1999:187).
The website could be used as a form of escapism particularly for an only child, or children who are bullied at school, for example, who rely on their imaginary playmate for comfort. This is in accordance to Jeffree et al.’s belief (1985) that imagination can become a safety valve for stressful and difficult situations.
Singer and Singer (1992) asserted that children are very descriptive about certain features of their imaginary playmate – physically and mentally. Having a service whereby children could bring their imaginary friends to life would help parents come to terms with the child’s imaginary friend and would help them to better relate to them, for their child’s sake. After the child has grown out of the phase of having an imaginary friend, the produced item can be a lovely keepsake item which will be sure to be treasured and passed down through generations, having a great sentimental value.
There is now clear evidence that imaginary friends are a common feature in childhood development (Majors, 2011), yet there is no online presence to support this.
Certainly, it is now recognised that imaginary friends are often part of normal development. Young children with imaginary friends are often described as sociable, imaginative children who love stories and pretend play. They enjoy playing with friends and at times when friends are not available, they call on their imaginary friends for entertainment (Majors, 2011).
References:Bouldin, P. (2006). An investigation of the fantasy predisposition and fantasy style of children with imaginary companions. School of Psychology. Melbourne:Geelong.
Benson, J. Haith, M. (2009). Language, Memory, and Cognition in Infancy and Early Childhood. San Diego: Academic Press.
Gleason, T. (2004). Imaginary Companions and Peer Acceptance. International Journal of Behavioural Development. Wellesley: Sage Publications: vol. 28 no. 3 204-209
Cohen, D. Mackeith, S. (1991). The Development of Imagination: The Private Worlds of Childhood. London: Routledge.
Kail and Cavanaugh, (2008). Human Development: A Life-Span. Belmont: Cengage Learning.
Newman, B and Newman P (2008). Development Through Life: A Psychosocial Approach. Belmont:Cengage Learning.
Segal,M. (1999). Your Child at Play: Conversation, Creativity, and Learning Letters, Words, and Numbers. Three to five years. New York: Newmarket Press.
Jeffree, D. McConkey, R. and Hewson, S. (1985). Let Me Play. London: Souvenir Press.
Singer, G. and Singer, J. (1992). The House of Make-Believe: Children’s Play and the Developing Imagination. Massachusetts: Harvard University Press.
Majors, K. (2011). My Pretend Friend [Online]. Available: http://news.bbc.co.uk/today/hi/today/newsid_9359000/9359360.stm [accessed: 14/01/11].
http://news.bbc.co.uk/today/hi/today/newsid_9359000/9359360.stm
Below are important quotes which I have pulled from different readings, I have referenced these accordingly. I believe that by having a quote bank I will be prepared to write the academic essay when the time comes to it.
I also interviewed two people about their experience of having / knowing someone with an imaginary friend:
Interviewee 1, personal correspondence (2011).
I had an imaginary friend; he was human and his name was John. He was a year older than me. I never went anywhere without him it was so funny. I would d actually buckle him into a seatbelt, and when I did something I wasn’t supposed to - I blamed it all on him. He ate my veggies and everything. I grew out of the phase after about a year but it was a long year for my friends and family.
Interviewee 2, personal correspondence (2011).
All children that are smart enough to play with themselves have one. Ever see a little girl set a table for an imaginary tea party. She doesn't just set a place for herself. A boy playing cops and robbers will have no end of bad guys to shoot. The friends of imagination fit the age and type of person needed for the situation. If your child has no one to talk to, she will create one. Just like you do. The difference is you can use the internet. She must use her imagination.
Super Cool Toy Store invites customers to purchase an Imaginary Friend Certificate. The have produced a simple question and answer page which will create a personalised certificate honouring a child’s imaginary friend. Other than this, there is a very small offering on line for imaginary friends and their preschool companions.
“Probably the most sophisticated form of symbolic play is the creation of an imaginary friend (Singer, 1975 cited in Newman and Newman, 2008:206).
An imaginary friend, which may be an animal, a child, or some other creature, springs complete in concept from the mind of the child. (Newman and Newman, 2008:206).
“It occupies space. It has its own personality which is consistent from day to day. It has its own likes and dislikes, which are not necessarily the same as those of its creator.” (Newman and Newman, 2008:206).
“Although not all children who have imaginary companions will disclose this information to adults, some studies have shown that as many as 65% of young children have imaginary companions, and some children have more than one” (Singer and Singer, 1990 cited in Newman and Newman, 2008:206).
Children who have imaginary companions also report a more vivid imagery when daydreaming or engaging in pretend play (Bouldin, 2006).
Studies have shown that children who have imaginary companions also tend to have more extensive language competence, which is observable in their ongoing conversation with their invisible friend (Gleason, 2004).
First step for primary research:
Invite children who have imaginary companions to come to play with them under observation and questioning.
An imaginary friend takes the place of other children when there are none around(Newman and Newman, 2008:206).
This serves as a confidant for children’s private expression; and is often involved in their efforts to differentiate right and wrong (Newman and Newman, 2008:206).
This idea also has longevity as: “unlike everyday pretend play, the creation of an imaginary companion represents a pretense activity that is often sustained for a long period of time” (Benson and Haith, 2009:240).
Imaginary companions are as common in the early elementary years as it is in the preschool years (Benson and Haith, 2009:240).
Children create imaginary companions for a variety of reasons; their companions provide them with fun and companionship, a vehicle for dealing with anger or fear, and help in coping with problems (Benson and Haith, 2009:240).
“Whereas not all parents are aware of their children’s foray into the world of imagination, a majority of parents are knowledgeable and respectful of their child’s interest and imagination. Some parents even facilitate their children’s relationship with the imaginary companion (Benson and Haith, 2009:240).
Research has found that children with imaginary companions are engaging in a fairly common and potentially beneficial form of play that in many cases seems to be an integral part of their development (Benson and Haith, 2009:240).
Many children create “imaginary playmates” early in life, and their play dramas with imaginary companions may help them practice and perfect such social routines as interacting amicably with or providing support and comfort to friends (Gleason, 2004).
“Children can usually describe their imaginary playmates in some detail, mentioning sex and age as well as hair and eye colour.” (Kail and Cavanaugh, 208:188)
There is a website which allows you to http://imaginaryfriends.spruz.com/ chat to other people – perhaps about your imaginary friend, or about any topic you desire, yet this is not well utilised and it does not extend to helping the user recreate their imaginary friend. Other than this, the web presence for imaginary friends is very weak.
Some psychologists even suggest that play ‘progresses’ as it becomes more ‘real’ (Cohen and Mackeith (1991:24).
“By the beginning of the preschool period, imaginary companions have become more than security objects. Now they have personalities and lifelike characteristics, and their role includes helping children act out wishes on a fantasy level or serving as scapegoats (Segal, 1999:187).
The website could be used as a form of escapism particularly for an only child, or children who are bullied at school, for example, who rely on their imaginary playmate for comfort. This is in accordance to Jeffree et al.’s belief (1985) that imagination can become a safety valve for stressful and difficult situations.
Singer and Singer (1992) asserted that children are very descriptive about certain features of their imaginary playmate – physically and mentally. Having a service whereby children could bring their imaginary friends to life would help parents come to terms with the child’s imaginary friend and would help them to better relate to them, for their child’s sake. After the child has grown out of the phase of having an imaginary friend, the produced item can be a lovely keepsake item which will be sure to be treasured and passed down through generations, having a great sentimental value.
There is now clear evidence that imaginary friends are a common feature in childhood development (Majors, 2011), yet there is no online presence to support this.
Certainly, it is now recognised that imaginary friends are often part of normal development. Young children with imaginary friends are often described as sociable, imaginative children who love stories and pretend play. They enjoy playing with friends and at times when friends are not available, they call on their imaginary friends for entertainment (Majors, 2011).
References:Bouldin, P. (2006). An investigation of the fantasy predisposition and fantasy style of children with imaginary companions. School of Psychology. Melbourne:Geelong.
Benson, J. Haith, M. (2009). Language, Memory, and Cognition in Infancy and Early Childhood. San Diego: Academic Press.
Gleason, T. (2004). Imaginary Companions and Peer Acceptance. International Journal of Behavioural Development. Wellesley: Sage Publications: vol. 28 no. 3 204-209
Cohen, D. Mackeith, S. (1991). The Development of Imagination: The Private Worlds of Childhood. London: Routledge.
Kail and Cavanaugh, (2008). Human Development: A Life-Span. Belmont: Cengage Learning.
Newman, B and Newman P (2008). Development Through Life: A Psychosocial Approach. Belmont:Cengage Learning.
Segal,M. (1999). Your Child at Play: Conversation, Creativity, and Learning Letters, Words, and Numbers. Three to five years. New York: Newmarket Press.
Jeffree, D. McConkey, R. and Hewson, S. (1985). Let Me Play. London: Souvenir Press.
Singer, G. and Singer, J. (1992). The House of Make-Believe: Children’s Play and the Developing Imagination. Massachusetts: Harvard University Press.
Majors, K. (2011). My Pretend Friend [Online]. Available: http://news.bbc.co.uk/today/hi/today/newsid_9359000/9359360.stm [accessed: 14/01/11].
http://news.bbc.co.uk/today/hi/today/newsid_9359000/9359360.stm
Final Promotional Campaign - Where to start?
Having received the brief for this project yesterday, it is easy to become overwhelmed and encircled by a number of stresses revolving around the all-important question: ‘where to start?’
In order to tackle this brief in the most logical way possible, I reflected back on the PDP project previously submitted, where I discussed a well-considered idea for my final campaign. Although I am still currently awaiting feedback for this PDP - there was on main issue which I could see in this idea – it was not unique.
By ‘unique’ I mean that the concept have no real USP. Sole Mates was another licensed character brand which did the same as all other licensed brands, except it made its purpose of ‘aiding a child’s development’ more evident through its marketing.
Therefore, I cast this idea aside, before working on a concept which – despite drawing elements from the Sole Mates proposal – had more of a unique function. I considered creating an online service which allows children to bring their imaginary friends to life.
This would be a website which allowed children to choose from a variety of different body forms, shapes, sizes, heights, skin tones, hair/fur colour, eye colour and then consequently write a short biography about the imaginary friend, for example “Frederick is a special friend who helps me out of trouble”, this toy will then be manufactured and the information provided will be put in a branded tag – it is important to note that I do understand that the production of one-off toys is very expensive, and that is why these toys will be made from cheaper material – puppets as opposed to plush stuffed teddies.
It is expected that the parents will be willing to pay money for this toy to be produced, as this will have great sentimental value for the child and the family. Even when the child has outgrown the phase of having an imaginary friend, the toy will become a keepsake item which will be passed down through generations. The item will be a one-off exclusive, which is a large part of its appeal.
I will update the blog again once I have received further into the development of imaginary friends by children.
In order to tackle this brief in the most logical way possible, I reflected back on the PDP project previously submitted, where I discussed a well-considered idea for my final campaign. Although I am still currently awaiting feedback for this PDP - there was on main issue which I could see in this idea – it was not unique.
By ‘unique’ I mean that the concept have no real USP. Sole Mates was another licensed character brand which did the same as all other licensed brands, except it made its purpose of ‘aiding a child’s development’ more evident through its marketing.
Therefore, I cast this idea aside, before working on a concept which – despite drawing elements from the Sole Mates proposal – had more of a unique function. I considered creating an online service which allows children to bring their imaginary friends to life.
This would be a website which allowed children to choose from a variety of different body forms, shapes, sizes, heights, skin tones, hair/fur colour, eye colour and then consequently write a short biography about the imaginary friend, for example “Frederick is a special friend who helps me out of trouble”, this toy will then be manufactured and the information provided will be put in a branded tag – it is important to note that I do understand that the production of one-off toys is very expensive, and that is why these toys will be made from cheaper material – puppets as opposed to plush stuffed teddies.
It is expected that the parents will be willing to pay money for this toy to be produced, as this will have great sentimental value for the child and the family. Even when the child has outgrown the phase of having an imaginary friend, the toy will become a keepsake item which will be passed down through generations. The item will be a one-off exclusive, which is a large part of its appeal.
I will update the blog again once I have received further into the development of imaginary friends by children.
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