To reveal correlations between brand influence on children audience and parental attitude to the brand. Patterns of advertising interactions with children. Ethical aspects of marketing communications with children. The effect of advertising on parents.

This happens not only in the order “brand - parent - child”. Any family members can influence consumer behavior brand attitudes and buying decisions between themselves. Researchers call such an impact as Social consumer interaction (McLeod & O'Keefe, 1972).

Thus, family purchasing decisions and consumer socialization of both children and parents are interrelated. Parents and children learn consumer skills from each other and in the process of mutual modeling, reinforcement and social interaction. They significantly influence each other in the issue of purchase making (Moschis, 1987; Ekstrom et al, 1987). Therefore, marketers consider children as the three target audiences in the advertising and brand marketing: the first children's role is product users, the second one is intermediate users between brand and the audience of their parents and the third one is potential target audience in the future (McNeil, 1992). Since all these major processes of consumer socialization occur within the family participation as an institution, family is the strongest agent of this process (Dotson & Hyatt, 2005; Ghazali, 2011).

Researchers assume that several factors influence the process and the result of mutual consumer socialization of children and parents (Ekstrom, Tansuhaj & Foxman, 1987). They divide into main and background factors. The main ones are: the quality of family communication. The background ones are: satisfaction with the results of previous purchasing decisions, family socio-economic characteristics, gender of family members and family structure, children's age.

While evaluating the influence of socio-economical level of the family on children's consumer behavior, it was found that the marketing impact may have a greater economic brand impact due to the fact that children in families with higher income level and social status are more aware of brands in general. Generally, they communicate more and their market knowledge is more extensive (Moschis & Churchill, 1978). Therefore, they act as more active consumers than children in lower-income families and social position do (Moore, Moschis & Churchill, 1978). So, the degree of child influence on parental purchase decision in richer families is higher (Haynes et al, 1993).

Regarding family structure, complete and single-parent types of families were studied, which means families with two parents and a child / children or with one parent and child/children (Watne, Lobo & Brennan, 2011). Within a single-parent type of family, children have even greater influence on a parent since the parent relies more on the child's purchasing decision opinion feeling the need to share opinion and experience with someone who is as close as a partner.

Child's age also affects directly the phase of his or her consumer development. The stage of child development affects the number of purchase requests aimed at parents (Ward, 1974). No significant effect of child's gender has been identified in the previous studies (Wang et al, 2007). However, the more people of the same gender in the family are, the more power the gender has in the processes of decision making. Also, researchers mention hypotheses that men and boys are more aware of the details of consumer issues, nevertheless women and girls tend to have a socially-oriented mode of communication in the matters of discussing potential purchases. However, the studies propose nothing on significance of correlation between child's gender and their impact on family purchasing. Gender and age factors will be particularly discussed in section 1.2.1 of this research.

As a result, family as an institution plays a big role in consumer socialization of a child since consumer behavior models, the picture of the world and consumer values depend on the parental models, preferences and behavior. The process as well takes place in the reverse order: when a child influences parental knowledge, the process is called parental re-socialization. There are two types of child socialization: cognitive learning or self-study, and social learning or gaining knowledge through environmental interaction. The quality of socialization processes is correlated with the quality of the in-family communication. Among the factors that have significant influence on child socialization and parental re-socialization, there are the main and background factors or, in other words, the quality of communication and the external effects such as satisfaction from previous purchases.

Advertising influence on family relations

Advertising affects children, adolescents and adults in different ways depending on age since the level of consumer behavior experience varies considerably between these groups and cognitive, social and emotional thinking development processes also differ (Livingstone & Helsper, 2006).

Nevertheless, in 1975 it was stated that “advertising influence will be faithfully assessed when it is assessed within family relations” (Stoneman & Brody, 2008). Therefore, in 1978, the presence of direct and indirect advertising on the development of the child was officially admitted. The fear was so great that it was officially proposed to ban all the advertising targeted at children under 8 years old and introduce more scrict requirements for advertising targeted at children of the age of 8-11 years. Consequently, advertising has an impact on all these groups. As a result, there is a significant correlation between child's stage of development, frequency and rationality of consumer behavior and the amount of communication within the family (Churchill & Moshis, 1979). Advertising effects on family communication quality implicates a problem of changing of the family relationship quality due to the existence of marketing impact on children.

First, the direct impact of advertising on children and family relationship was studied. A series of experiments was conducted and the level of family members' interaction at home while having a rest was measured (Greenberg, Erickson, & Valkes, 1972; Surgeon, 1972). The level of contact within the family is significantly reduced at homes where TV is available and used at any frequency. Specifically, parents are less focused on communication with children, children are completely immersed into television content consumption. All the family members speak less, look at each other less, are generally less active. At the same time, this behavior is more specified fathers' than mothers' one.

Then, the indirect marketing influence was studied. Researchers found that the more frequent child's interaction with advertising is, into more frequent quarrels with parents it results (Stoneman & Brody, 2008). This trend exists as frequent advertising interaction of a child causes greater purchase desire of a brand's products, which increases the number of child's beliefs on the matter of purchase necessity and increases the number of parent-directed requests. The more frequent this advertising interaction is, the bigger number of purchase requests a child makes. Since material resources of a parent are limited, he or she needs to deny child's requests more often. A child though expects reciprocity and approval. In this situation, a child does not receive them. At the same time, a parent becomes stricter. Over time, in addition to the refusal tactics, parent begins to adopt strategies of control over child's behavior. As far as the degree of control and limitations over child's desires increases, a child begins to reject parents (Stoneman & Brody, 2008). Child's hostility towards parents may arise and family relationship tends to worsen (Frc, 1978). Conflict frequency within the family increases. Consequently, advertising indirectly affects the quality of family relationships.

In addition to increasing the number of quarrels in the family, it is empirically verified that advertising indirectly affects parents' holistic approach to raising a child (Stoneman & Brody, 2008). It is revealed that when mothers or fathers are aware of their child having interactions with promotional materials, they subconsciously increase their confidence in the necessity to keep their child under control. There is even more parental confidence and perseverance in making family purchasing decisions or making an in-store purchase. Parents demonstrate more control strategies in the matters of children's choice and consumer behavior. Moreover, such parental behavior can lead to child's influence attempts not only in the matters of buying and consuming products but in general.

The limitation of these conclusions is the versatility of the in-family relations and lack of possibility to find the real causes of family conflicts. This means that while conducting empirical research, it is impossible to penetrate into the history of the family relationship development, therefore, some questions remain. For example, whether advertising impact affects deterioration of family relations indirectly or on the contrary: whether deterioration of family relations leads to the more frequent child interaction with advertising and, as a consequence, further deteriorates relations within the family.

Another limitation is the advertising impact longitude on the relationship between children and parents, its short-term and long-term effects. In other words, there comes a question, whether the effect of child's interaction with advertising on family relations will be the same dependently different durations of advertising interactions and the intervals between advertising viewing and parent-child interaction.

1.2 Patterns of advertising interactions with children

Patterns of consumer behavior development

The current children generation is admitted to be the most recognizable brand generation in the history of mankind ⁽Bachmann & Roedder, 2003). It was estimated that children aged from 8 to 14 years all over the world annually force their parents to purchase the average amount of about 1.2 trillion dollars (Lindstrom, 2004). This figure was relevant for 2004 and includes only the impact of offline purchases. Times change, data needs to be updated and an indicator for the online marketing industry must be included. However, this data clearly shows that children are beginning to acquire consumer skills from an early age. Now there appeared advertising targeted even at infants of the age under 3, whereas at the beginning of the XXI century marketers restricted their target audience to children over 6 years old. This happens due to the fact that children are increasingly familiar with the online environment as well as begin to take part in the consumer decision of the family from an early age.

First, it is necessary to understand what the word “consumer” means. Then the age of the children in which they begin to be useful for the marketers will be analyzed. Then, theories of child development as consumers will be studied.

All the conclusions of this chapter are based on the previous research papers. Since these earlier researches concerned children's perception, it should be mentioned how the experiments were conducted. The method depended on the type of advertising effect on the child presumed. The effects are divided into the three groups: cognitive, emotional, behavioral. The type of cognitive advertising effects includes researches that study the effect of advertising on memorization, identifying and recognition of brands. By emotional effects, researchers understand children's sympathy for brands after advertising interaction. Behavioral effects imply exploring the intentions and desires of purchases by children and influencing parents because of that.

So, children are proved to be active direct and indirect consumers. The stages of consumer behavior determine what a consumer is. Therefore, there are four stages of consumer behavior: preference and sense of product desire, search for opportunities to meet the desire, product or brand choice and search for alternatives, product evaluation and analysis of competitors (Mowen & Minor, 1998). When consumer behavior is activated, a person goes through all these stages, and at each stage work all the characteristics of thinking and behavior listed above (Valkenburg & Cantor, 2001).

However, before considering at what age which stages of consumer behavior development are inherent within a person, it is necessary to describe what contributes to this development. Children begin to recognize brands before they can consciously remember them (Goldberg, 1990; Fischer et al, 1991; Mizerski, 1995; Derscheid et al, 1996). If the main task of the brain is to take a conscious decision, then before analyzing the information received, it is necessary to recognize it. Therefore, there are the two cognitive steps in the process of developing consumer memory which contributes to the recognition and memorization of information about the brand. The first step is to look for the necessary information inside the memory, the second step is to determine reliability of the search results. The difference in the processes of remembering information and brand recognition is the absence of the first step in the second case. That means, that in order to recognize a brand and make further consumer decisions, a person uses only the second step. Therefore, even if a person has insufficient memory, it will be able for him or her to recognize brands and associate them with certain images since the recognition processes do not require the same activeness of brain work identical to the process of memorizing (Patti, Valkenburg & Buijzen, 2005).

There are several theories of consumer development. The theory of cognitive development of Jean Piaget lies in the basis of traditional psychology (Achenreiner & Roedder, 2003). Although this is a psychological study, it is directly related to marketing, as it explores the children's ability to analyze products and classify them on a conceptual level. Piaget believed that there are several stages of children's perception development: exact perception (and its preoperational and operational periods) and transition to the abstract thinking. Since Piaget's theory was later supplemented by the other theories and among them were marketing as well as psychosocial ones, his hypotheses were several times questioned and re-examined. This study presents the most complete version of all these related theories with a bias on the marketing component which contains all the latest findings and results, including those of other researchers, with the results of the marketing impact on consumers.

To begin with, at the age of two, a baby already has innate desires, preferences and tastes regarding taste, smell, sounds. In addition, active formation of preferences happens despite the fact that any non-physical indicators are difficult to measure at this age (Bartsch & Wellman, 1995). Nevertheless, babies know how to express preferences by physical movements though they cannot yet be well-formed and change during the period of further maturity. They still cannot be considered as consumers, although by the age of two children already make purchase requests. At the same time, such requests are rather emotional and unthought. Parents treat a young child, his requirements and desires with particular attention. As a result, marketers try to influence parental purchase decision already from the moment when a child acquires the first skills of expressing emotions.

So, at the age of only a few months (up to a year), it is already possible to understand child's preferences. Regarding sounds, it is proved that infants love clear ones, slow human speech in high tones with any intonation as well as rhythmic recordings such as melodies, songs, poems. Among the smells it was revealed that they dislike sharp and unpleasant ones. In the matters of taste, sweet causes a more positive reaction than salty, bitter, or sour tastes. These preferences can last for several years and even turn into teenage and adult preferences (Valkenburg & Cantor, 2000). Generally, it was proved that mother's sympathies will be more likely to please the child than not to.

That is why, from the age of 0 months marketers create entertaining and educational audio performances for the infant audience, despite the fact that the text and the meaning of such recordings are meaningless for babies.

At the age of 4 months, a child begins to be more sensitive to the visual components of the world surrounding (Lemish, 1987; Valkenburg, 1999). They also begin to produce preferences regarding movements, colors and contrasts. Therefore, by this age marketers already prepare this audience for the future consumer reality and use bright advertising, children's television programs and other non-interactive bright products.

From the age of 9 months, a baby begins to sit. For this age, marketers use all the above-mentioned marketing methods as well as another such as in-store product placement, more precisely at the level of child's trolley seat (McNeal, 1992). By the age of 1.5, a child begins to make the first purchase requests, therefore goods placement at the level of the trolley seat plays an important marketing role at supermarkets for the audience of 1.5 to 3 years.

Then, from the age of 1.5, cognitive abilities of a child begin to develop, including memory and recognition skills. First, a toddler begins to recognize and memorize relatives' faces, then everything that it sees, including commercials and advertisements. Later, a toddler begins to compare what it remembers with what it saw in a store (Valkenburg, 1999). This consumer skill activates when a child is at the age of 2 years.

From 2 to 5 years old, a preschooler enters the phase of development when it is not yet possible to distinguish real and fictional reality (Valkenburg & Cantor, 2001). During this period, children are strongly influenced by both real people and various friendly animated characters, for example, in television programs. Children aged from 2 to 5 years need more time to analyze advertising information than adults do. They are naive and subject to fabulous instructions, can accept truthfulness the same way as they accept their parents' words. Advertising information requires rethinking, encourages children to commit the call to action action. From 2 to 5 years, a child is not able to distinguish commercial advertising from non-commercial one (Buijzen & Valkenburg, 2000). As a result, they are considered to be a very vulnerable audience which can be easily influenced by a large number of call-to-action repetitions. So, a large amount of advertising is aimed specifically at children of this age. Due to the fact that the cognitive consumer abilities of children aged 2-5 years are still poor developed, they need to be provided with more information in order to analyze, remember, and associate advertising messages with products. That is why children prefer brands that contact with children's audience more frequent: it's easier to remember the information due to the large number of repetitions, already familiar sounds, images, symbols. That is why they tend to choose the products advertised. After the age of 5 years, a child still continues to perceive reality mixed with fictional reality or fantasy. However, this stage and the previous one differ: after 5 years, a child is usually aware of the origin of fairy-tale characters but does not yet realize that people on television can tell a lie, that the cartoon and film characters are actors and actually live in a different way unlike they do in the TV screen (Valkenburg & Cantor, 2001). In addition, children at this age begin to actively socialize into the society of their peers and they appreciate joint activities with other children especially mixed with elements of fictional reality. That is why some children of this age begin to be interested in space or dinosaurs (Valkenburg & Cantor, 2001).

By the age of 3 and 4, the awareness and recognition of individual brands increases because children learn to understand and recognize symbols, trademarks and brand names (Achenreiner & Roedder, 2003). At this age, children think in categories, in a general sense, but not yet in separate products or brands. In addition, at this age it is easier for them to shift the brand to the whole category, which makes an advantage for marketers. That means, that preferring chocolate of one brand, provided that the brand name is used for its products, children can begin to name the other of the chocolate products with this brand name even the brands are different (Achenreiner & Roedder, 2003). For example, during the constant interaction with the Kinder brand, all other chocolate eggs or even chocolate as a category may be remembered by the name of the Kinder brand by a child because such products have similar attributes and this classification is easy to remember.

By the age of 4 and 5, children already develop the memory of recognition, though the process of memorization is still not well formed (Patti, Valkenburg & Buijzen, 2005). Brand recognition by a child at this age is much better than memorization and the ability to reproduce or retell the meaning of logos, commercials and specific information about the goods presented in the advertisement. At the same time, information processing speed and the skills of creating associations are being formed at this age. The process of developing of these skills reaches a peak at 8 years old, then it begins to decline (Kail, 1991; Siegler, 1998).

Regarding attention, children of 4-5 years old are characterized by having their attention concentrated on only one bright subject, their attention is indifferent to the other ones that do not distinguish. Among the items that are less functional and less beautiful, a 4-year-old child tends to choose the brightest one. Therefore, at about 4 years, children begin to like programs and toys that function faster but still clearly as these things attract more attention (Acuff, 1997). The ability to analyze and process information develops by 4 years and requires high speed of thinking. Children use increasingly sophisticated thinking strategies. They also develop their attention: it is not easy for a child at this age to focus on several subjects. But by age 6, a child is able to keep attention on several activities lasting up to 1 hour (Ruff & Lawson, 1990).

The findings make it possible to conclude that a child from 2 to 5 years old needs to be addicted to one favorite subject for a long time (Metcalfe & Mischel, 1999). If a child sees a product in the store that he or she likes very much or that makes a child feel anticipation of familiar taste, a child will start to desire the product and it would be difficult to forget the thoughts about this product. That is why, children tend to cry so often in stores: it is hard for them to suddenly stop thinking about the desired object. Parents are not able to influence this behavior because it is a physiological need to focus on one subject. By the age of 6 years, due to the development of cognitive consumer thinking as well as strategic skills of controlling one's behavior, the number of quarrels and conflicts between children and parents about child's instant desires decreases. By 5-6 years, a child is already able to come to a compromise in controversial situations and also has skills of persuasion and negotiation, are able to find solution that will be a compromise for themselves and their parents (Kuczynski, Kochanska, Radke-Yarrow, & Girnius-Brown, 1987; Kuczynski & Kochanska, 1990; McNeal, 1992). In addition, a child still does not perceive world as a real system, believes in magic and is able to complete or invent reality where he or she cannot reach it, but wants to.

Also, in the period from 2 to 7 years, children tend to instantly satisfy their desires, are not yet able to think in advance, they tend to keep attention on their own desires and not pay attention to other people's opinions (John, 1999). The information they possess is limited by the use of information within their family. Preference in choice depends on the emotional evaluation of the product rather than its functional qualities (Elbster, Wagner & Neumueller, 2019).

In addition, from 2 to 7 years old children perceive the world specifically through perception of observable aspects of the surrounding world. Specific perception of a brand or its conceptual meaning supposes that brands are perceived at the level when values are obvious and noticeable but not yet at the level of symbols, abstract meanings or idea (Achenreiner & Roedder, 2003). Abstract thinking begins to shape after 7 years and is basically developed by 11 years. Of course, children are different and the process of abstract thinking development may set earlier than the age proposed by Piaget. Some researchers argue that the first signs of thinking conceptually (which is the basis of abstract thinking) appear in the second year of a child's life (Carey, 1985; Gelman & Coley, 1990; Mandler, Bauer, & McDonough, 1991). However, such thinking begins to form not on a permanent basis and with the help of adults. So, the more often an adult communicates with the child and the more abstract his thinking is, the earlier the child begins to learn thinking abstractly. Further, after 4 years and up to 7 years, while abstract thinking is not yet well-developed, children classify products and brands according to their external features: packaging, shape, colors and image. At the age of 6-7 years, children perceive, memorize, process, reproduce, visualize, categorize and encode information in order to better remember them and to build complex thinking strategies (Vurpillot, 1968; Rothman & Potts, 1977). In addition, children of this age already have the quite a broad horison compared to the previous periods. The more a person possesses information, the more rational is the analysis of the situation, including making consumer choices (Siegler, 1998).

As children grow older, they become more aware of products and brands. Children aged 8-10 years can already classify the product according to its taste or other perception features. They also classify products according to the usefulness of the product, the extent of pleasure after purchasing, not depending only on its package. Further, by 10 years, children already have certain experience in using products and organized an approximate conceptual classification of various products in their minds, they begin to think generally. After 10 years old, children are able to perceive a brand or trademarks as one common category, they associate brands with lifestyle they bring. Desire to own products of a certain brand means having a lifestyle that other brand owners have.

Consequently, when children learn to abstractly perceive brands, conceptual values ??of brands gradually include into their consumer judgments and choices. An important skill is separation of product's visual properties from what a product or brand actually is. This skill is acquired at the age of 10 to 12 years. In other words, after 10 years, a child develops thinking when he or she can abstract qualities offered by marketers from the true ones. It must be as well emphasized that child's opportunities related to the development of abstract thinking may be developed earlier or later than at the age proposed by researchers. It depends on child's cognitive maturity as well as on how qualitative socialization process is due to interactions with environment, how well-educated are parents and teachers in terms of abstract and category thinking. It is important to mention that it may be difficult for some children even over the age of 12 to separate the information offered by marketers which contradicts the real functions of a product, from the information that is true in terms of functions and quality of brand's products. Despite the fact that children of 9-10 years already possess consumer skills and abstract thinking, one research revealed that revealed that even the children who studied basic marketing literacy (they knew about advertising methods, advertising intentions and methods of influence on consumers), failed to evaluate commercial message correctly and were exposed to advertising influence until they were told that the message was commercial and there was a specific call to action (Brooks, Armstrong & Goldberg, 1988).

From 10 to 12 years old, a child begins to develop own standards of quality building a personal brand. This is the stage of accepting personality. A child cares of what peers think about him or her, pays attention to the quality and price of the products consumed, constantly compares and searches for the best products. This age can be called the most selfish and materialistic stage in child's maturity process (Valkenburg & Cantor, 2001).

At this stage children tend to criticize themselves and think that others are too passionate about their own personality. Usually, children have internal social norms and frameworks of normality adopted by social groups at schools. At 10-12 years old, a child suffers from external attention and criticism so much that he or she is ready to accept imposed by the collective rules, judgments, and preferences in order to avoid ridicule (Valkenburg & Cantor, 2001). Proper external assessment is a quick path to recognition because children at this age need social affiliation. Therefore, at this age products and clothes are a part of such indicator that shapes personality and the role of children as consumers is growing (Achenreiner & Roedder, 2003). During this period, the level of loyalty among groups of adolescents in relation to brands is high.

Another thing is that at this age children are more likely to treat information with a realistic component than with a fantastic one. They tend to look for their favorites among famous people in order to follow their lives and be similar to their personal brands. Also, this is the period of items collecting because schoolchildren pay much attention to the quality and availability of interesting product details. By the details, researchers propose emotions to which children of 10-12 years old begin to pay much attention. In fact, children begin to pay attention to emotions from the age of 4, therefore by the age of 8-12 they have already gained enough personal experience and rethink their state. Emotional world is a kind of discovery for children. First, they study their personal emotions and their close relatives or friends' ones, then they can interpret their feelings and actions. They also notice emotions of movie characters in commercials. Based on these emotions, they feel sympathy or antipathy towards the characters. Noticeable is the fact that at this age children may have a dislike for products, characters or brands that figured at their younger age. In this way, a teenager tries to break the link between childhood and the stage of growing up. Interests become more typical of adults: less toys usage, more preference for adult entertainment such as sports, cooking, travelling, technical devices, including social networks.

After the age of 12, children's perception begins to produce social values of brands by adding them to the basic conceptual associations. As a result, children categorize brands according to their status inherent in groups that use them (although the age for development of such functions extends over a period of 6-12 years). By this the issues of prestige and success of social groups are meant, so do associations with brand usage categories. At this age, children begin to form opinion and preferences not only from independently perceived informational medium, but also because of understanding how other people live and what they associate themselves with. Children begin to associate themselves with social groups depending on their beliefs and opinion and follow their lifestyle (Barenboim, 1981). This leads to acquiring new brand values, rethinking and deeper perception the world and individual understanding. In adolescence, children already manage their personal brands on the basis of those conceptual consumer judgments that were developed earlier as well as on the basis of personal association with social groups and brands consumed by them.

Thus, since by the age of 12-14 children gradually develop abstract thinking and become increasingly aware of the products and processes how the world functions, their awareness of marketing activities and influential patterns increases as well (Elbster, Wagner & Neumueller, 2019). In other words, they develop skills of consumer literacy. Children begin to understand and explore the processes of economics, politics, pricing, influence. They begin to produce consumer preferences and skills. This period is called the stage of reflection: the real world is being reflected on the child's experience (John, 1999).

To sum up, age plays an important role in children's reaction to marketing activities because they acquire different characteristics at different stages of maturity: among them are thinking and analyzing, perception, memorization, developing consumer knowledge. By the age of 5 children begin to enter the role of an independent consumer under supervision of parents (Valkenburg, 1999). After 7 years, the number of purchases made without parents increases. 8-14 years is considered the age of development of materialistic values, judgments and preferences. By the age of 8, a child already has all the necessary skills for personal purchasing and consumption (Achenreiner & Roedder, 2003). At 9-10 years, children make purchases several times a week. At the age of 8-14, children both actively purchase by themselves and influence adults' purchases. In 2004, the amount of purchases made due to the influence of children reached $ 1.2 trillion worldwide (Solomon, 1999). By the age of 12-14, children are already described as independent consumers. They are familiar with all the aspects of consumer activity and are able to shape desires and preferences, find a way to realize these desires and preferences including negotiation strategies and suggestion tactics, are able to purchase themselves, evaluate the purchased or desired product and analyze their future consumer intentions by exploring competitors and thinking about product alternatives to use (Lindstrom, 2004). By age of 14, children have basic consumer knowledge and skills, similar to the ones that adults have, but still need tips from more experienced adult consumers.

Materialism, loyalty and instant purchase desire of children as consumers

Loyalty and instant desire to buy is explored through the prism of materialism because advertising is made to sharpen materialistic values as it focuses on what we have, not who we are, and also on the belief that happiness can be achieved by embodying one's material desire in reality. For example, that it is possible to become beautiful, successful and happy with the help of money and ownership (Valkenburg & Cantor, 2001). At the same time, advertising affects materialism, not instantly, but with the help of longitude iterations. Its effect on materialism is long-term especially when it affects children's materialistic values because their picture of the world is in the process of being formed (Sirgy et al, 2012). In addition, the concepts of loyalty and materialism may not influence each other but should be studied in a conjunction. Researchers proved that advertising contributes to raising the level of child's materialism (Harmon, 2001). Furthermore, the level of materialism of a parent can predict the level of materialism of a child, as well as continue this influence in the perspective of future generations (Smith & Atkin, 2003).

Consequently, materialism is not considered to be a state of a certain level of personal development, but a feature that can be acquired at an early age and does not disappear until the end of life, while it may sharpen or weaken sometimes. Materialism is a generalized concept, the complex of all personal materialistic values (Richins, 2004). Materialistic values and orientations are formed in the period from 8 to 15 years (John, 1999). At this age, children form preferences and material desires and also begin to active as consumers while purchasing. By this, they increase the quality of their own brand, their social status which brings satisfaction and even happiness into their lives.

Materialistic values reflect the degree in which goods possession and purchase contributes to obtaining life happiness, success and achievements, to bringing satisfaction and joy (Richins & Dawson, 1992). The increased level of materialism determines lower level of care for environment and participation in solving social and cultural problems. Speaking about personality, materialistic values are usually accompanied by egocentrism, consumerism that replaces psychological satisfaction and emotional well-being. Therefore, materialism is condemned at the individual level, although at the social level it is considered to have a positive effect on the overall economic prosperity.

Another important thing that is necessary to be noticed: the desire to make an instant purchase, materialism and loyalty are different concepts. Desire to make an instant purchase means a state or mood for a purchase in a short run period while this state is not associated with long-term run of human desire for a product. Materialism has already been discussed earlier in this paper. It is an inherent feature that can prevail more or less among other human values. Loyalty is considered to be the measure of closeness that occurs between brands and consumers (Aaker, 1997). It is also the result of the influence of several factors: interaction or relationship with the brand, autobiographical memory to the brand, habits due to the earlier interaction with the brand (Haryanto, Moutinho & Coelho, 2016). In this case, possession of the brand's products is optional, it is only necessary that there was some earlier interaction. Autobiographical memory of brands is defined as a long-term memory which is collected from the experience of previous interactions and is accompanied by the emotions that were experienced earlier while interacting with the brand. Autobiographical memory is a complex and a significant process. It is defined as the basis of long-term relationship. However, autobiographical memory of emotions collected from a brand should have a significant role in order to be strong enough to create brand loyalty. However, this relationship is difficult to measure. That is why, some researchers believe that autobiographical memory leads only to the habit of making brand purchases but not to loyalty, since the basis of loyalty is both existence of emotional connections and high significance of the brand, these feelings separately cannot influence the fact of loyalty existence (Haryanto, Moutinho & Coelho, 2016). At the same time, many researchers believe that this correlation is significant. When conducting focus groups, researchers recognized that even though people could dislike brand products, they start to use them if they cause positive nostalgic flashback, for example, if they remind of an important or close person or event. As a result, they desire to use these brand products even if they dislike them. This phenomenon is called “child friendship with the brand” (Fournier, 1998).

So, advertising is aimed at the purchase desire, activation of materialistic values of children (Opree, Buijzen, Reijmersdal & Valkenburg, 2014). At the same time, researchers believe that advertising can lead to the activation of materialistic component of human values if it affects instant purchase desire, has frequent interaction and a person cannot achieve the desired purchase. Consequently, it has been proven that advertising aimed at instant purchase desire activation has an impact on materialism as a feature. That means that children who interact with advertising more often, acquire more materialistic values. As a result, children who interact with advertising generally become more materialistic than those who do not (Opree, Buijzen, Reijmersdal&Valkenburg, 2014).

In addition, a number of studies were conducted. Advertising impact of on children's brand awareness was analyzed (Patti, Valkenburg&Buijzen, 2005). “Brand awareness means active and passive knowledge of a particular brand” (Patti, Valkenburg&Buijzen, 2005). Recognition is measured by the two components measurement: direct recognition of a logo, a slogan, brand products and feedback memory about interactions with brand (ability to remember a brand when mentioning any of its characteristics). Both components influence on brand attitudes, loyalty and purchase decision. First, the greater the role of a parent in child's life is, the better their communication is. When a parent mentions the brand, children develop recognition memory that creates autobiographical memories with the brand. Also, brand awareness leads to the development of relationships with the brand and autobiographical memories, and both factors are associated with loyalty. Parental brand recognition is related to brand recognition by a child. At the same time, recognition does not have correlation with child's gender type, despite gender differences in the process of consumer socialization (Goldberg, 1990; Fischer et al, 1991). This conclusion does not include products of different gender categories (cars, dresses, and etc.). However, there is an ambiguous correlation between the socioeconomic status of the family and brand awareness: the level of income does not affect brand awareness, nevertheless the level of education does.

Another component of autobiographical memory's development and therefore, brand loyalty, is brand credibility and brand importance. A brand is significant to a person when its identity outweighs towards cooperation with the brand (Haryanto, Moutinho&Coelho, 2016). And trust implies such relationship, it assumes cooperation and usage proceeding. Positive trust to the brand suggests that a child is in friendly relations with the brand, feels confident and that results of the interaction with the brand match the expectations, so that desires and needs of a child are satisfied. Results of the previous studies have shown that brand positive confidence in childhood serves as the basis for child's relationship with the brand in the adulthood (Kurniawan, 2011; Haryanto, Moutinho&Coelho, 2016).

Brand's significance is brand's position in a person's mind among the other ones competing. It stimulates during the process of remembering the components of a brand (Miller&Berry, 1998). Therefore, brand's significance can be measured by subconsciously and directly ranking the competitors. Generally, brand's significance depends on results of the previous interactions with the brand, also on the feeling after purchasing brand's products. Moreover, the higher brand's significance for a person is, especially for a child, the more often a person will have a wish to interact with the brand, and so the higher the relationship quality with the brand will be provided that this brand does not tend to lose its products' quality. In the previous studies, it was proved that a child will be ready to demonstrate positive trust towards the brand if its significance is high. Brand's significance and brand's trust are interconnected with loyalty, therefore, the higher the brand's trust and significance levels for a child are, the more likely a child or his or her parents will be loyal in future (Haryanto, Moutinho&Coelho, 2016).

As a result, it was studied that relationship with the brand lasts a long time regardless of whether it is positive or negative (Fournier, 1998). Recognition, high level of brand's significance and brand credibility influence development of positive relationship which affects actions' memorization and brings pleasure. This is the basis of interaction habit with brands which assumes more future interactions and collecting positive emotional experience from relationship with the brand (Ji & Wood, 2007). This leads to the long-term loyalty, the spread of positive feedback and increase in the number of loyal customers of the brand.

1.3 Ethical aspects of marketing communications with children

Children are considered to be active consumers of marketing communications methods (Љramovб, 2015). Children are involved into media and advertising interactions regularly because of the common usage of media devices on every day basis. All the types of media sources are assumed here: both online and offline, direct and indirect. The media message is often directed to children as target audience as they actively take part in the family decision making processes.

Therefore, there are two roles of children in the process of marketing interaction: as the first and the second target audience (Љramovб, 2015). By the first target audience it is meant that children are the aim, the central purpose of marketing actions. By the second target audience it is supposed that children are just the intermediate element between the marketing source and parents or near relatives who are to be main buyers of the product.

So, children as target audience are very attractive to the marketers and advertisers due to the fact that they possess instant as well as long-lasting purchasing power and their purchase desire can be one of the strongest factors of the impact on in-family purchase decisions (Љramovб, 2014). Nevertheless, children's cognitive and moral abilities are not yet well-developed at the young age, such as ability of analyzing and thinking critically, rationally managing emotional intellect and expressing desire in a profitable and suitable way, stereotyping and so on. This is the reason why researchers, marketers, sociologists, psychologists, parents and other social groups that somehow interact with children, are quite concerned about the negative impact of advertising on children's mind and mentality (Љramovб, 2015). Advertising, as it was described earlier in the chapter about socialization, has equal impact on children socialization processes as well as the other socializing institutions (Jhally, 1987; Љramovб, 2014). Children form their world perception, their identity and image of their own, some behavioral patterns due to the stereotypes, messages and media content of advertising. Stereotypes are affirmed to be the part of discourse: “stereotypes are extensively used as the argumentation source in order to support some ideological concepts, not as the result of any cognitive process of categorization” (Hinton, 2000; Љramovб, 2014). That is why media is an institution that actively as well as passively depreciates sociocultural problems, generates context of reality and shapes current culture and social mind (Pavelka, 1992; Burr, 2004).

Consequently, first of all while working with children as target audience, it is necessary to take ethical aspects of the negative marketing influence into consideration. Legislatively this can be restricted by the state policy attitude towards advertising directed to children.

Nowadays, there are some limitations in the Russian state advertising law that restrict distribution of unfair advertising towards children:

“In order to protect underaged children from abuse of their trust and lack of experience in advertising, the next actions are not allowed:

1) discrediting of parents and teachers, undermining confidence in them among underaged children;

2) encouraging underaged children to persuade parents or others to purchase the product advertised;

3) creation a distorted idea of the purchase possibility and goods availability for a family with any level of wealth by underaged children;

4) creating the impression that possession of the advertised product puts underaged children in a preferred position in front of their peers;

5) formation of an inferiority complex by underaged children who do not possess the product advertised;

6) displaying underaged children in dangerous situations, including situations that lead to actions commission that pose a threat to their life and (or) health, including possible harm for their health;

7) underestimating the level of skills required for the use of the products advertised by underaged children of the age group which this product is made for;

8) producing of an inferiority complex among underaged children regarding with their external unattractiveness” (Federal Advertising Law, 2006)

Though it is impossible to exclude advertising impact on children to an end, this however must be limited. One of the possible ways to restrict this is by diminishing the level of the competition between brands used by children. By this, researchers mean that the frequency of brand interaction should be lowered down at places where children spend much time: at kindergartens, schools, pre- and post-school classes (Jamison, 1996). For example, school uniform and sport uniform should be used without brand labels and other trademarks. The other kind of children institutions' advertising restrictions is limitation of advertising placement: student books, information boards, educational buildings (Seyfer, 1999).