Toca Boca & Children’s Apps: Diversity & Marketing · PDF fileSWOT Analysis - Play...
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Toca Boca & Children’s Apps:Diversity & Marketing
Abigail, Kasia, Chiara, Anna
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JOURNALISM PITCH:Diversity in marketing → Inclusion in play & education
http://tocaboca.com/wp-content/themes/tocaboca/assets/dist/img/default-share.png
https://tocaboca.com/press-post/roll-call-the-toca-life-series-gets-an-addition-toca-life-school/
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Inclusivity + Special Needs Education
Sourced from http://www.spectronics.com.au/blog/apps-and-mobile-learning/toca-boca-fun-and-learning-too/
http://itopchart.com/au/en/free-ipad-apps/education/
http://www.mrsdscorner.com/2015/08/10appsfortheSpEdClassroom.html
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http://www.meritnation.com/blog/how-online-learning-can-help-students-with-special-needs/
http://cdn2.hubspot.net/hub/80068/file-21727482-jpg/images/ipad-art-wide-tablets-in-classrooms-420x0.jpg
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Sourced from: http://www.theage.com.au/education/index.html
Sourced from: http://www.theage.com.au/victoria
Sourced from: http://www.adcentre.com.au/brands/the-age/
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http://www.wholeparent.com/2015/12/31/gifts-toys-for-4-5-year-old-girls-best-toys-list-and-reviews-2015-2016.html
http://durak.org/photos/seandreilinger/299309072/nick-playing-lego-b-wing-fighter
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Sourced from Google Image searchbar
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http://balloonshopnyc.com/shop/balloon-bouquets/its-a-girl-mylar-party-balloon-bouquet-inflated/
http://balloonshopnyc.com/shop/balloon-bouquets/its-a-boy-mylar-party-balloon-bouquet-inflated/
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The Gender Divide
(beyond toys and apps)
http://jezebel.com/5790638/the-history-of-pink-for-girls-blue-for-boys
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http://www.mcgrc.com/wp-content/uploads/2015/03/MCGRC_Digital-Kids-Presentation_022014.pdf
http://businessbearing.com/blendle-brings-itunes-for-journalism-to-the-us/
Usage
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http://i00.i.aliimg.com/wsphoto/v0/32314321598_1/Hsb-toys-font-b-Bratz-b-font-Doll-26cm-MGA-font-b-BRATZ-b-font-ACTION.jpg
Digital media and traditional toys
“Children move across the online/ offline, ‘real’ and virtual, digital and non-digital boundaries with ease.” (Marsh, J, Plowman, L, Yamada-Rice, D, Bishop, J.C, Lahmar, J, Scott, F, Davenport, A, Davis, S, French, K, Piras, M, Thornhill, S, Robinson, P & Winter, P, 2015)
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Problem Statement
Play Unlimited is not effectively reaching and engaging with their target audience through social media or petitions, preventing them from facilitating real social change in the area of diversity in marketing and gender equality.
Sourced from: https://www.facebook.com/playunlimited/photos/a.180187638839070.1073741829.180133575511143/180189082172259/?type=3&theater
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SWOT Analysis - Play UnlimitedStrengths
- Previous successful campaign (No Gender December)
- Clarity of vision and mission statement of what they want to achieve
- The founders (two parents) in touch with the target public
Weaknesses - Small reach (just over 2,000 followers
on facebook) resulting in unheard voice - Uncertain funding - Overpowered by profit driven companies - Not for profit organisation in a highly
profit driven industry (the toy industry)
Opportunities- High potential for growth - Issue and objectives affect a large
portion of the population (kids and parents)
- Retailers who want to do the right thing/ gain a good image
Threats - Political figures have criticised past
campaigns, position Play Unlimited as “politically correct” in a negative sense (Tony Abbott, 2014)
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Play Unlimited current Facebook page Total Likes: 2,197New Likes on Page: 16
Play Unlimited Latest Facebook post Likes: 2Comments: 3
https://www.facebook.com/playunlimited/
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Play Unlimited current Twitter page Total Followers: 420
Play Unlimited most recent Tweet Retweets: 1
https://twitter.com/play_unlimited
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Website Petitions
http://www.playunlimited.org.au/
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Target Publics
- The target publics consist of parents, families, teachers/educators, childcare workers, and children. As these groups are all either current or possible future consumers of the product.
- However, the campaign specifically targets parents.
http://www.mychildapp.in/blog/wp-content/uploads/2015/05/PET-page.jpg
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Key Messages
1. Non-diverse marketing has serious negative impacts
“play is an important precursor and facilitator of skills and interests, and ... GTM stifles development and self-discovery.”
- Jenny Wilcox, whilst Consumer Affairs Minister UK (Fine, C & Rush, M, 2016)
2. Why the target public should support Play Unlimited as their organisation of choice
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SMART Objectives
Goal: to gain greater, interactive social media following
1. Increase facebook likes by 40% within the next year 2. Have both active petitions reach their goal by the end
of the year3. Double twitter following within the next year 4. Have 40 new subscribers to the website in the next 6
months 5. Have 10 new retailers recognised on the ‘Retailers
doing it Right’ tab on the website
http://www.playunlimited.org.au/retailers/doing-it-right/
http://www.theverge.com/2013/11/6/5070066/facebook-redesigns-the-like-
button
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Tactics
1. Publicise and develop the ‘Retailers doing it Right’ tab of the website through:
- Partnership with retailers and corporate sponsors - #retailersdoingitright social media hashtag (targeting digital toys)
- Develop ‘Retailers Doing it Right’ tab into recognised award
2. Establish forum to engage parents where they can ask questions/ discuss issue
3. Collaborate with similar Facebook pages (Let Toys Be Toys), government departments/ childcare institutions and parent blogs
4. Post original content 4 times a week on social media
http://www.lettoysbetoys.org.uk/toymark/
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How does it all fit together?
Broader reach = OPPORTUNITY
● To “eliminate gendered marketing of toys to children and promote the idea that all children benefit from the widest possible range of play experiences.” (Play Unlimited)
● To create widespread change in diversity in marketing
http://www.lego.com/en-us/aboutus/news-room/2016/march/2015-annual-result
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Reference ListHarman, A 2012 ‘Toca Boca… Fun and Learning Too!’, The Spectronics Blog, blog post, 20 April. Available from: www.spectronics.com.au/blog/apps-and...learning/toca-boca-fun-and-learning-too/
Doyle, C 2015, ‘Which Apps Top the Class?’, Choice Education, 1 February. Available from: https://www.choice.com.au/babies-and-kids/education-and-childcare/education/articles/educational-apps-for-kids
DeLussey, S 2015, ‘10 Educational Apps for the Special Ed Classroom’, Mrs D’s Corner, blog post, 17 August. Available from: www.mrsdscorner.com/2015/08/10appsfortheSpEdClassroom.html
The Age Brand Analysis, 2016, AdCentre. Available from: http://www.adcentre.com.au/brands/the-age/
Fine, C & Rush, M 2016, ‘“Why Does all the Girls have to Buy Pink Stuff?” The Ethics and Science of the Gendered Toy Marketing Debate’, Journal of Business Ethics, pp. 1-16<http://download.springer.com/static/pdf/856/art%253A10.1007%252Fs10551-016-3080-3.pdf?originUrl=http%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs10551-016-3080-3&token2=exp=1463100606~acl=%2Fstatic%2Fpdf%2F856%2Fart%25253A10.1007%25252Fs10551-016-3080-3.pdf%3ForiginUrl%3Dhttp%253A%252F%252Flink.springer.com%252Farticle%252F10.1007%252Fs10551-016-3080-3*~hmac=f991391de923e385b08961bff0e9ef02022cd8971d3224d58473897afb7d62a2>
LoBue, V & DeLoache, J. S 2011, ‘Pretty in pink: The early development of gender-stereotyped colour preferences’, British Journal of Developmental Psychology, vol 29, issue 3, pp. 656-667<http://onlinelibrary.wiley.com.ezproxy.lib.rmit.edu.au/doi/10.1111/j.2044-835X.2011.02027.x/abstract>
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Reference List (continued)Marsh, J, Plowman, L, Yamada-Rice, D, Bishop, J.C, Lahmar, J, Scott, F, Davenport, A, Davis, S, French, K, Piras, M, Thornhill, S, Robinson, P & Winter, P 2015, Exploring Play and Creativity in Pre-Schoolers’ Use of Apps: Final Project Report, Technology and Play, viewed 13 May 2016,<http://techandplay.org/reports/TAP_Final_Report.pdf>
Australian Bureau of Statistics, 2014, Perspectives on Education and Training: Australians with qualifications in science, technology, engineering and mathematics (STEM), 2010–11, cat. no. 4250.0.55.055, viewed 18 May 2016, <http://www.abs.gov.au/ausstats/[email protected]/Lookup/by%20Subject/4250.0.55.005~2010%E2%80%9311~Main%20Features~Demographic%20characteristics~5>
http://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Finance_and_Public_Administration/DV_and_Gender_Inequality/Submissions
Noorhidawati, A, Ghazal Ghalebandi, S & Siti Hajar, R 2015, ‘How do young children engage with mobile apps? Cognitive, psychomotor, and affective perspective’, Computers & Education, vol 87, pp. 385-395<http://www.sciencedirect.com.ezproxy.lib.rmit.edu.au/science/article/pii/S0360131515300105>
Jadva, V, Hines, M & Golombok, S 2010, ‘Infants’ Preferences for Toys, Colors, and Shapes: Sex Differences and Similarities’, Archives of Sexual Behaviour, vol 39, issue 6, pp. 1261-1273<http://link.springer.com.ezproxy.lib.rmit.edu.au/article/10.1007/s10508-010-9618-z>