Shopping from a child’s perspective: an anxiety-generating experience?

Valérie-Inès de La Ville () and Nathalie Nicol
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Valérie-Inès de La Ville: IAE Poitiers - Institut d'Administration des Entreprises (IAE) - Poitiers - UP - Université de Poitiers = University of Poitiers, Axe 2 (2017-2021) : "Vulnérabilités et risques" (MSHS Poitiers) - MSHS de Poitiers - Maison des sciences de l'homme et de la société de Poitiers - UP - Université de Poitiers = University of Poitiers - CNRS - Centre National de la Recherche Scientifique, CEREGE [Poitiers, La Rochelle] - Centre de recherche en gestion [EA 1722] - UP - Université de Poitiers = University of Poitiers - ULR - La Rochelle Université
Nathalie Nicol: UFR Sciences économiques [Poitiers] - Université de Poitiers – Faculté de Sciences économiques - UP - Université de Poitiers = University of Poitiers, Axe 2 (2017-2021) : "Vulnérabilités et risques" (MSHS Poitiers) - MSHS de Poitiers - Maison des sciences de l'homme et de la société de Poitiers - UP - Université de Poitiers = University of Poitiers - CNRS - Centre National de la Recherche Scientifique

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Abstract: Purpose: The purpose of this paper is to offer some insight into how siblings aged between 4 and 12, engaged in a collaborative drawing activity at home, recall the shopping trips they have experienced.Design/methodology/approach: Using a Vygotskian perspective, the data collection consisted of engaging 15 pairs of siblings in the production of a joint drawing of a shop of their choice. Drawing in pairs opens a Zone of Proximal Development (Vygotsky, 1978) where the younger child benefits from verbal guidance by the older one to achieve the common task. This situation enables the researcher to gain close access to children's knowledge about stores and to the words they use to describe their personal shopping experiences.Findings: This exploratory research reveals some constitutive elements of children's "shopscapes" (Nicol, 2014), i.e. the imaginary geographies they actively elaborate through their daily practices and experiences with regard to retail environments. In their communicative interactions when elaborating a joint drawing of the shop they have chosen, children demonstrate that they master a considerable body of knowledge about retail environments. Surprisingly, recalling their shopping practices sheds light on various anxiety-generating dimensions.Research limitations/implicationsThe data collection is based on a remembering exercise performed at home and does not bring information about what children actually do in retail environments. Moreover, the children were asked to focus on buying a present for a friend's birthday, therefore the information gathered essentially relates to toy stores.Practical implications: This research underlines the necessity for retailers to endeavour to reduce some of the anxious feelings depicted and verbalized by children, by improving the welcome for children into their stores.Social implications: There are also opportunities for retailers to invest in the consumption education area by guiding young visitors so that they learn how to behave as apprentice consumers in retail outlets.Originality/value: The child-centric perspective of the study reveals new and surprising insights about the way children report their memorised shopping experience

Keywords: Shopscapes; Retail; Child; Drawing; Experience; Anxiety; Appropriation des espaces de vente; Dessin d'enfant; Expérience de magasinage; Magasins; Enfant consommateur; Anxiété -- Chez l'enfant (search for similar items in EconPapers)
Date: 2019
Note: View the original document on HAL open archive server: https://hal.science/hal-02163465v1
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Published in International Journal of Retail and Distribution Management, 2019, Kids and retailing: wellbeing of the child, 47 (6), pp.680-698. ⟨10.1108/IJRDM-09-2017-0210⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-02163465

DOI: 10.1108/IJRDM-09-2017-0210

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