Assignment Prompt & Instructions
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**files (5)**
– ## AKEELAHINTHEBEE.pdf
– ## pt2.developmentmovie1.pdf
– ## Akeelah-DevelopmentalMovieAnalysisPart11.pdf
– Screenshot_25-9-2026_12242_luonline.blackboard.com.jpeg
– Screenshot_25-9-2026_122413_luonline.blackboard.com.jpeg
**## AKEELAHINTHEBEE.pdf**
Neely 1
Don’ Keisha Neely
Professor Jiao
FMSC-3340-8B
14 September 2026
Neely 2
AKEELAH IN THE BEE-CD
The developmental concepts are evident in Akeelah's experiences in Akeelah and the
Bee, as seen in the way children's behaviors, relationships, motivation, and social experiences are
explained. At approximately 11 years old, Akeelah is developing greater independence while still
being strongly influenced by teachers, parents, peers, and her community. She knows from her
experience that intelligence is not a predictor of academic involvement or outcomes.
The challenges Akeelah faced in class and sometimes missing class can be explained
using the concepts of academic engagement and self-regulation. She possesses impressive
spelling skills, but is not always diligent in completing regular schoolwork. Academic
engagement refers to the student's investment of participation and learning while self-regulation
refers to the student's management of attention, feelings and actions to meet goals. The way
Akeelah acts indicates that this does not mean that a student who is capable will engage
consistently. Her later interest in spelling serves as an example that children can be more
involved when learning is relevant and meaningful to their interests. Wang et al. (2024) indicate
that intentional self-regulation is associated with academic engagement among middle school
students. The development of greater goal directed behaviour can be noted as Akeelah's ability to
organize her effort around spelling increases.
The school spelling bee performance of Akeelah demonstrates academic motivation, self-
efficacy and competence. At first, she doesn't want to get involved because she fears she'll draw
attention to herself and will be treated differently by her peers. With successful performance,
however, her self-confidence in her spelling skills grows. Self-efficacy is the confidence that a
person has in being able to accomplish a specific activity. Akeelah's triumph is a testament to her
skills and also allows her to see her own talents. Her experience also demonstrates how
Neely 3
appropriate challenges and support can encourage gifted students to become more engaged in
learning (Snikkers-Mommer et al., 2024).
The parent-child relationship and parental support in late childhood are highlighted in
Akeelah's relationship with her mother. Tanya is worried about Akeelah's schooling and
originally doesn't see the spelling competition in the same light as her daughter. The conflict
arises because they are in disagreement, because they want to be independent, but their parents
want to give guidance and protection. Akeelah's choice of concealment of her involvement is
also a sign that she is starting to handle some things on her own. Meanwhile, Tanya's future
participation can offer them emotional and practical assistance. Raine and Skinner (2023)
suggest that parenting and children’s academic coping can influence one another during late
childhood and early adolescence.
Mentoring, scaffolding, and self-regulation are illustrated in Dr. Larabee's relationship
with Akeelah. He gives her specific expertise, sets expectations, instructs her on how to
remember things better, and pushes her to do more than what she thinks she can do. It is
scaffolding because he guides Akeelah in learning skills to become more independent. The
coaching also builds her self-regulation, as she strives to practice regularly and meet the
demands of increasingly challenging competitions. He doesn't just tell Akeelah what to do, but
asks her to come up with strategies on her own.
The significance of peer relationships and peer support is illustrated through Akeelah's
friendship with Javier. Javier is there for Akeelah as she deals with the stress of competing in
spelling bees. Their relationship brings her the chance to be a friend in a competitive world, and
to have someone who knows what it's like to compete. Positive peer relationships can also
contribute to school connectedness and the development of self-regulation strategies (Chahl et
Neely 4
al., 2024). The experience of success in Dylan's relationship with his father, however, contrasts
with the situation in this case. Dylan has some limited ability to spell, but his dad's expectations
seem to be a burden more than a pleasure when it comes to competition.
The social support Akeelah receives from her family, friends, classmates and neighbors
emphasize the significance of social support and ecological development. Her growth is not
independent. She is growing in multiple settings and environments, such as in the family, school,
in her peers, with mentors, and in the community. The film thus illustrates the fact that children's
abilities and behaviors are influenced not only by their individual characteristics but also by their
relationships and environments. Akeelah's growth is a good representation of how personal
capabilities, motivation, self-regulation, relationships and social support build and interact with
one another in middle childhood and early adolescence.
Neely 5
References
Chahl, A., Bai, S., Rulison, K. L., & Fosco, G. M. (2024). Examining the association between
school connectedness and use of self-regulation strategies in middle childhood. Applied
Developmental Science, 29(2), 161–170. https://doi.org/10.1080/10888691.2024.2305343
Raine, K. E., & Skinner, E. A. (2023). Dynamics of parenting and children’s coping:
Bidirectional effects between parent motivational support and children’s academic coping
during late childhood and early adolescence. International Journal of Behavioral
Development, 47(5), 397–409. https://doi.org/10.1177/01650254231187905
Snikkers-Mommer, S., Hoekman, J., Mayo, A., & Minnaert, A. (2024). Triggered and
maintained engagement with learning among gifted children in primary education.
Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1164498
Wang, H., Sun, Y., Zhao, X., Wang, W., & Xue, J. (2024). Enhancing academic engagement
through students’ perceptions of teacher expectations: The mediating role of intentional
self-regulation in middle school. Frontiers in Psychology, 15.
https://doi.org/10.3389/fpsyg.2024.1456334
– References
**## pt2.developmentmovie1.pdf**
Neely 1
Don’Keisha Neely
Professor Jiao
FMSC-3340-8B
11 September 2026
Neely 2
Developmental Movie Analysis Part 2: Concept-Matching Stage
Developmental Concepts and Part 1 Observations
Observation 1: Akeelah’s School Experience. Akeelah is very smart, but struggles in
regular class, can't seem to focus and sometimes misses classes. Academic engagement and self-
regulation may be two possible developmental concepts to be explored. Academic engagement is
the degree of investment a student makes into academic activities, in their participation and
attempts to understand them. Self regulation is the control of attention, feelings, actions and
energy towards the goal. Intentional self-regulation has been shown to be one of the most
important factors that have been linked to academic engagement with middle school students
(Wang et al., 2024). For the purpose of understanding how the academic ability of children and
young people differs from their involvement in school, these concepts are useful.
Observation 2: Akeelah’s Performance in the School Spelling Bee. Akeelah at first
refuses to enter into the spelling bee, but does very well and wins the contest. Academic
motivation, self-efficacy and competence are some of the concepts that can be explored.
Academic motivation is the factors and reasons why an individual student would want to engage
in and continue an act of learning. Self-efficacy is the confidence that someone has in their
ability to execute a specific behaviour. Competence is the learning of knowledge and skills that
allows a child to be effective in an area. Support for autonomy and an optimum level of
structuring has been identified as a factor in engaging gifted students in challenging learning
activities (De Boer et al., 2024).
Observation 3: Akeelah’s Relationship With Her Mother. There are differences of
expectation between Akeelah and Tanya about school and the spelling competition. Examples of
constructs include parent-child relationships, parental support, and academic coping. Parent-child
Neely 3
relationships are a communication, emotional connection, expectations and support pattern
between parents and children. Parental support can be manifested in the form of encouragement,
guidance, autonomy support and helping children achieve their goals. Academic coping is the
strategies children use to deal with challenges, stress and difficulty associated with school.
Studies indicate that parenting and academic coping of children can impact each other in late
childhood and early adolescence (Raine & Skinner, 2023).
Observation 4: Akeelah’s Relationship With Dr. Larabee. Throughout, Dr. Larabee
provides coaching, structure, expectations and strategies on how to improve Akeelah's spelling.
Develops ideas that could involve mentoring, scaffolding, self-regulation and achievement
motivation. Mentoring is a developmental relationship between two people, one who is more
knowledgeable or experienced and one who is less knowledgeable or experienced in the field.
Scaffolding is the support system that helps a learner to acquire skills that can be performed with
minimal support. Self-regulation is the control of behavior, attention and efforts to a desired
goal.
Observation 5: Akeelah’s Friendship With Javier. As Akeelah participates in spelling
events, she makes a positive friendship with Javier. Peer relationships, peer support and social
development are concepts covered. Peer relationships are those with others who are
developmentally similar or of the same age and provide for friendship, cooperation, comparison,
communication and social learning. Peer support" is support from peers. Research has revealed
relationships among children's peer relationships, school connectedness, and self-regulation
strategies use (Chahla et al., 2024).
Observation 6: Dylan’s Relationship With His Father. Dylan's father has high
expectations for him when it comes to spelling. Some of the possible concepts are parental
Neely 4
achievement pressure, academic stress and achievement motivation. Parental achievement
pressure is the pressure or expectations parents put on their children in the academic area.
Academic stress is the emotional or psychological strain of academic demands and expectations.
Achievement motivation is the motivation to achieve success, to prove competence, and to meet
challenging objectives.
Observation 7: Support From the Community. Akeelah is helped by her family, friends,
classmates and neighbors as she gets ready for increasingly difficult competitions. The concepts
that are relevant are social support, community influence and ecological development. Social
support is defined as emotional, informational, practical or motivational support provided by
others. Ecological development will emphasize that children are developing in multi-dimensional
environmental systems (family, school, peers, and community). The concepts offer a several
possible avenues for the final analysis but haven't yet been applied to Akeelah's development.
Neely 5
References
Chahla, A., Bai, S., Rulison, K. L., & Fosco, G. M. (2024). Examining the association between
school connectedness and use of self-regulation strategies in middle childhood. Journal
of Applied Developmental Psychology, 91, 101618.
https://doi.org/10.1080/10888691.2024.2305343
De Boer, H., et al. (2024). Triggered and maintained engagement with learning among gifted
children in primary education. Frontiers in Education, 9.
Raine, K. E., & Skinner, E. A. (2023). Dynamics of parenting and children’s coping:
Bidirectional effects between parent motivational support and children’s academic coping
during late childhood and early adolescence. International Journal of Behavioral
Development, 47. https://doi.org/10.1177/01650254231187905
Wang, H., Sun, Y., Zhao, X., Wang, W., & Xue, J. (2024). Enhancing academic engagement
through students’ perceptions of teacher expectations: The mediating role of intentional
self-regulation in middle school. Frontiers in Psychology, 15, 1456334.
https://doi.org/10.3389/fpsyg.2024.1456334
[https://doi.org/10.1080/10888691.2024.2305343](https://doi.org/10.1080/10888691.2024.2305343)
[https://doi.org/10.1177/01650254231187905?utm_source=chatgpt.com](https://doi.org/10.1177/01650254231187905?utm_source=chatgpt.com)
[https://doi.org/10.3389/fpsyg.2024.1456334](https://doi.org/10.3389/fpsyg.2024.1456334)
– Developmental Movie Analysis Part 2: Concept-Matching Stage
– Developmental Concepts and Part 1 Observations
– References
**## Akeelah-DevelopmentalMovieAnalysisPart11.pdf**
Neely 1
Don’ Keisha Neely
FMSC-3340-8B
Professor Jiao
4 August 2026
Neely 2
Developmental Movie Analysis Part 1: Akeelah and the Bee
Movie Selected
Akeelah and the Bee is a movie that will be used for this developmental analysis and will
be written by Doug Atchison and directed. The film premiered in 2006, featuring Keke Palmer in
the role of Akeelah Anderson, Angela Bassett playing her mother Tanya and Laurence Fishburne
as Dr. Joshua Larabee. The narrative is about an intelligent, 11-years-old African American girl,
named Akeelah, who is from South Los Angeles and has an exceptional ability to spell. She is
not seeking praise for her academic prowess, but she does enter competitions for spelling and
strives to qualify for the national Scripps Spelling Bee (Atchison, 2008). The movie focuses on
her experiences at school, relationships with family and friends, interactions with adults, and
growing involvement in her community.
Child Character and Approximate Age
The primary child character observed is Akeelah Anderson, who is approximately 11
years old. She is in the seventh grade at a middle school in the Crenshaw area of South Los
Angeles. Akeelah is characterized as being smart and particularly gifted in language and spelling.
However, she does not consistently apply herself at school and sometimes skips classes. Her
actions seem to relate to her home, school and neighbourhood experiences. She also suffers the
loss of her father, who died when she was 6 years old.
Other key young characters are Javier Mendez, a fellow spelling competitor who
becomes Akeelah's best friend, and Dylan Chiu, who is a very good spelling student who is filled
with pressure from his father. The characters make more observations about children with their
friendship, competition, expectations and family relationships.
Developmental Stage Represented
Neely 3
The major developmental period portrayed in the movie is middle childhood and early
adolescence due to Akeelah being eleven years old and in seventh grade. The film also features
other kids and teens involved in academic contests and learning how to deal with their parents,
teachers, peers, and other adults. The characters' experiences provide many opportunities to
observe their behavior, abilities, relationships, emotions, responsibilities, and responses to their
surrounding environments.
Observation 1: Akeelah's School Experience
One important observation is Akeelah's relationship with school. She is intelligent, but
her school is boring and she has poor attention span when it comes to studying. She misses the
classes and is running the risk of detention due to her lack of attendance. This demonstrates a
difference between her intelligence and engagement in school. Her teacher Dalia Phillips feels a
kid like Akeelah could have promise, so she'll do something to discover it; enroll Akeelah in the
school's spelling bee. The principal also suggests that she enter the competition. Akeelah initially
resists because she does not want to attract attention to herself or be viewed as a “brainiac.”
Observation 2: Akeelah's Performance in the School Spelling Bee
A second significant observation is when Akeelah enters a Spelling Bee at school. Even
though she initially does not want to compete, she performs extremely well and wins the
competition. Her achievements come as a surprise to those around her, and allow her to enter
into more advanced levels of competition. This scene helps to show that she and Akeelah see
different things in themselves and what they can do. Her success also alters the way teachers and
school administrators react to her.
Observation 3: Akeelah's Relationship With Her Mother
Neely 4
Another important observation is between Akeelah and her mother, Tanya. Tanya is a
nurse and has lots of responsibilities. Akeelah's father died when she was six, leaving Tanya to
manage the family. Akeelah does not immediately tell her mother about her involvement in the
spelling competition because she believes her mother may not support the activity. Tanya is
worried about Akeelah's schoolwork and thinks that the spelling bee may affect her learning.
Their interactions show differences in expectations and communication between a parent and
child.
Observation 4: Akeelah's Relationship With Dr. Larabee
The fourth observation is about Akeelah's interaction with Dr. Joshua Larabee. He is a
college professor and a former Spelling Bee competitor who then becomes her coach. Initially,
Akeelah thinks that if she can, she can do it without him helping her and resists his coaching. Dr.
Larabee is demanding and challenges her to improve her discipline, creativity and spelling. He
instructs her in words make-up, meaning, and memory techniques. He also provides her with
thousands of words to learn on her own, all the time. Their relationship starts to be important to
Akeelah's development slowly.
Observation 5: Akeelah's Friendship With Javier
The fifth is Akeelah's growing friendship with another Spelling Contestant, Javier
Mendez. They interact in the L.A. district competition and form a positive relationship with one
another. Javier is apt to become someone Akeelah can learn about spelling competitions from.
Akeelah finds companions in their friendship as she endures the pressures of competing at higher
and higher levels.
Observation 6: Dylan's Relationship With His Father
Neely 5
The sixth observation is of Dylan Chiu and his father. Dylan is a very talented spelling
competitor, and already has some success in national competitions. However, his father has his
much to prove on his. Dylan must play like there's no tomorrow and he's never going to settle, to
play his very best. This creates a noticeable contrast between his academic talent and the
pressure surrounding his participation. Akeelah sees the predicament and is sympathetic toward
him while competing for the top spot.
Observation 7: Support From the Community
One of the most important revelations happens when Akeelah starts to get help from
people around her. Once Dr. Larabee has given her thousands of words to learn, she figures out
that she isn't up to huge amounts on her own. Family members, friends, classmates and
neighbors help her. People who have nothing to do with her studies and appear to be
disinterested also get involved to help with her preparations. This community involvement
becomes more vital and significant as Akeelah moves on to the national competition.
Neely 6
Reference
Atchison, D. (Director). (2008, April 11). Akeelah and the bee (2006) [Video recording].
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**## AKEELAHINTHEBEE.pdf**
Neely 1
Don’ Keisha Neely
Professor Jiao
FMSC-3340-8B
14 September 2026
Neely 2
AKEELAH IN THE BEE-CD
The developmental concepts are evident in Akeelah's experiences in Akeelah and the
Bee, as seen in the way children's behaviors, relationships, motivation, and social experiences are
explained. At approximately 11 years old, Akeelah is developing greater independence while still
being strongly influenced by teachers, parents, peers, and her community. She knows from her
experience that intelligence is not a predictor of academic involvement or outcomes.
The challenges Akeelah faced in class and sometimes missing class can be explained
using the concepts of academic engagement and self-regulation. She possesses impressive
spelling skills, but is not always diligent in completing regular schoolwork. Academic
engagement refers to the student's investment of participation and learning while self-regulation
refers to the student's management of attention, feelings and actions to meet goals. The way
Akeelah acts indicates that this does not mean that a student who is capable will engage
consistently. Her later interest in spelling serves as an example that children can be more
involved when learning is relevant and meaningful to their interests. Wang et al. (2024) indicate
that intentional self-regulation is associated with academic engagement among middle school
students. The development of greater goal directed behaviour can be noted as Akeelah's ability to
organize her effort around spelling increases.
The school spelling bee performance of Akeelah demonstrates academic motivation, self-
efficacy and competence. At first, she doesn't want to get involved because she fears she'll draw
attention to herself and will be treated differently by her peers. With successful performance,
however, her self-confidence in her spelling skills grows. Self-efficacy is the confidence that a
person has in being able to accomplish a specific activity. Akeelah's triumph is a testament to her
skills and also allows her to see her own talents. Her experience also demonstrates how
Neely 3
appropriate challenges and support can encourage gifted students to become more engaged in
learning (Snikkers-Mommer et al., 2024).
The parent-child relationship and parental support in late childhood are highlighted in
Akeelah's relationship with her mother. Tanya is worried about Akeelah's schooling and
originally doesn't see the spelling competition in the same light as her daughter. The conflict
arises because they are in disagreement, because they want to be independent, but their parents
want to give guidance and protection. Akeelah's choice of concealment of her involvement is
also a sign that she is starting to handle some things on her own. Meanwhile, Tanya's future
participation can offer them emotional and practical assistance. Raine and Skinner (2023)
suggest that parenting and children’s academic coping can influence one another during late
childhood and early adolescence.
Mentoring, scaffolding, and self-regulation are illustrated in Dr. Larabee's relationship
with Akeelah. He gives her specific expertise, sets expectations, instructs her on how to
remember things better, and pushes her to do more than what she thinks she can do. It is
scaffolding because he guides Akeelah in learning skills to become more independent. The
coaching also builds her self-regulation, as she strives to practice regularly and meet the
demands of increasingly challenging competitions. He doesn't just tell Akeelah what to do, but
asks her to come up with strategies on her own.
The significance of peer relationships and peer support is illustrated through Akeelah's
friendship with Javier. Javier is there for Akeelah as she deals with the stress of competing in
spelling bees. Their relationship brings her the chance to be a friend in a competitive world, and
to have someone who knows what it's like to compete. Positive peer relationships can also
contribute to school connectedness and the development of self-regulation strategies (Chahl et
Neely 4
al., 2024). The experience of success in Dylan's relationship with his father, however, contrasts
with the situation in this case. Dylan has some limited ability to spell, but his dad's expectations
seem to be a burden more than a pleasure when it comes to competition.
The social support Akeelah receives from her family, friends, classmates and neighbors
emphasize the significance of social support and ecological development. Her growth is not
independent. She is growing in multiple settings and environments, such as in the family, school,
in her peers, with mentors, and in the community. The film thus illustrates the fact that children's
abilities and behaviors are influenced not only by their individual characteristics but also by their
relationships and environments. Akeelah's growth is a good representation of how personal
capabilities, motivation, self-regulation, relationships and social support build and interact with
one another in middle childhood and early adolescence.
Neely 5
References
Chahl, A., Bai, S., Rulison, K. L., & Fosco, G. M. (2024). Examining the association between
school connectedness and use of self-regulation strategies in middle childhood. Applied
Developmental Science, 29(2), 161–170. https://doi.org/10.1080/10888691.2024.2305343
Raine, K. E., & Skinner, E. A. (2023). Dynamics of parenting and children’s coping:
Bidirectional effects between parent motivational support and children’s academic coping
during late childhood and early adolescence. International Journal of Behavioral
Development, 47(5), 397–409. https://doi.org/10.1177/01650254231187905
Snikkers-Mommer, S., Hoekman, J., Mayo, A., & Minnaert, A. (2024). Triggered and
maintained engagement with learning among gifted children in primary education.
Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1164498
Wang, H., Sun, Y., Zhao, X., Wang, W., & Xue, J. (2024). Enhancing academic engagement
through students’ perceptions of teacher expectations: The mediating role of intentional
self-regulation in middle school. Frontiers in Psychology, 15.
https://doi.org/10.3389/fpsyg.2024.1456334
– References
**## pt2.developmentmovie1.pdf**
Neely 1
Don’Keisha Neely
Professor Jiao
FMSC-3340-8B
11 September 2026
Neely 2
Developmental Movie Analysis Part 2: Concept-Matching Stage
Developmental Concepts and Part 1 Observations
Observation 1: Akeelah’s School Experience. Akeelah is very smart, but struggles in
regular class, can't seem to focus and sometimes misses classes. Academic engagement and self-
regulation may be two possible developmental concepts to be explored. Academic engagement is
the degree of investment a student makes into academic activities, in their participation and
attempts to understand them. Self regulation is the control of attention, feelings, actions and
energy towards the goal. Intentional self-regulation has been shown to be one of the most
important factors that have been linked to academic engagement with middle school students
(Wang et al., 2024). For the purpose of understanding how the academic ability of children and
young people differs from their involvement in school, these concepts are useful.
Observation 2: Akeelah’s Performance in the School Spelling Bee. Akeelah at first
refuses to enter into the spelling bee, but does very well and wins the contest. Academic
motivation, self-efficacy and competence are some of the concepts that can be explored.
Academic motivation is the factors and reasons why an individual student would want to engage
in and continue an act of learning. Self-efficacy is the confidence that someone has in their
ability to execute a specific behaviour. Competence is the learning of knowledge and skills that
allows a child to be effective in an area. Support for autonomy and an optimum level of
structuring has been identified as a factor in engaging gifted students in challenging learning
activities (De Boer et al., 2024).
Observation 3: Akeelah’s Relationship With Her Mother. There are differences of
expectation between Akeelah and Tanya about school and the spelling competition. Examples of
constructs include parent-child relationships, parental support, and academic coping. Parent-child
Neely 3
relationships are a communication, emotional connection, expectations and support pattern
between parents and children. Parental support can be manifested in the form of encouragement,
guidance, autonomy support and helping children achieve their goals. Academic coping is the
strategies children use to deal with challenges, stress and difficulty associated with school.
Studies indicate that parenting and academic coping of children can impact each other in late
childhood and early adolescence (Raine & Skinner, 2023).
Observation 4: Akeelah’s Relationship With Dr. Larabee. Throughout, Dr. Larabee
provides coaching, structure, expectations and strategies on how to improve Akeelah's spelling.
Develops ideas that could involve mentoring, scaffolding, self-regulation and achievement
motivation. Mentoring is a developmental relationship between two people, one who is more
knowledgeable or experienced and one who is less knowledgeable or experienced in the field.
Scaffolding is the support system that helps a learner to acquire skills that can be performed with
minimal support. Self-regulation is the control of behavior, attention and efforts to a desired
goal.
Observation 5: Akeelah’s Friendship With Javier. As Akeelah participates in spelling
events, she makes a positive friendship with Javier. Peer relationships, peer support and social
development are concepts covered. Peer relationships are those with others who are
developmentally similar or of the same age and provide for friendship, cooperation, comparison,
communication and social learning. Peer support" is support from peers. Research has revealed
relationships among children's peer relationships, school connectedness, and self-regulation
strategies use (Chahla et al., 2024).
Observation 6: Dylan’s Relationship With His Father. Dylan's father has high
expectations for him when it comes to spelling. Some of the possible concepts are parental
Neely 4
achievement pressure, academic stress and achievement motivation. Parental achievement
pressure is the pressure or expectations parents put on their children in the academic area.
Academic stress is the emotional or psychological strain of academic demands and expectations.
Achievement motivation is the motivation to achieve success, to prove competence, and to meet
challenging objectives.
Observation 7: Support From the Community. Akeelah is helped by her family, friends,
classmates and neighbors as she gets ready for increasingly difficult competitions. The concepts
that are relevant are social support, community influence and ecological development. Social
support is defined as emotional, informational, practical or motivational support provided by
others. Ecological development will emphasize that children are developing in multi-dimensional
environmental systems (family, school, peers, and community). The concepts offer a several
possible avenues for the final analysis but haven't yet been applied to Akeelah's development.
Neely 5
References
Chahla, A., Bai, S., Rulison, K. L., & Fosco, G. M. (2024). Examining the association between
school connectedness and use of self-regulation strategies in middle childhood. Journal
of Applied Developmental Psychology, 91, 101618.
https://doi.org/10.1080/10888691.2024.2305343
De Boer, H., et al. (2024). Triggered and maintained engagement with learning among gifted
children in primary education. Frontiers in Education, 9.
Raine, K. E., & Skinner, E. A. (2023). Dynamics of parenting and children’s coping:
Bidirectional effects between parent motivational support and children’s academic coping
during late childhood and early adolescence. International Journal of Behavioral
Development, 47. https://doi.org/10.1177/01650254231187905
Wang, H., Sun, Y., Zhao, X., Wang, W., & Xue, J. (2024). Enhancing academic engagement
through students’ perceptions of teacher expectations: The mediating role of intentional
self-regulation in middle school. Frontiers in Psychology, 15, 1456334.
https://doi.org/10.3389/fpsyg.2024.1456334
[https://doi.org/10.1080/10888691.2024.2305343](https://doi.org/10.1080/10888691.2024.2305343)
[https://doi.org/10.1177/01650254231187905?utm_source=chatgpt.com](https://doi.org/10.1177/01650254231187905?utm_source=chatgpt.com)
[https://doi.org/10.3389/fpsyg.2024.1456334](https://doi.org/10.3389/fpsyg.2024.1456334)
– Developmental Movie Analysis Part 2: Concept-Matching Stage
– Developmental Concepts and Part 1 Observations
– References
**## Akeelah-DevelopmentalMovieAnalysisPart11.pdf**
Neely 1
Don’ Keisha Neely
FMSC-3340-8B
Professor Jiao
4 August 2026
Neely 2
Developmental Movie Analysis Part 1: Akeelah and the Bee
Movie Selected
Akeelah and the Bee is a movie that will be used for this developmental analysis and will
be written by Doug Atchison and directed. The film premiered in 2006, featuring Keke Palmer in
the role of Akeelah Anderson, Angela Bassett playing her mother Tanya and Laurence Fishburne
as Dr. Joshua Larabee. The narrative is about an intelligent, 11-years-old African American girl,
named Akeelah, who is from South Los Angeles and has an exceptional ability to spell. She is
not seeking praise for her academic prowess, but she does enter competitions for spelling and
strives to qualify for the national Scripps Spelling Bee (Atchison, 2008). The movie focuses on
her experiences at school, relationships with family and friends, interactions with adults, and
growing involvement in her community.
Child Character and Approximate Age
The primary child character observed is Akeelah Anderson, who is approximately 11
years old. She is in the seventh grade at a middle school in the Crenshaw area of South Los
Angeles. Akeelah is characterized as being smart and particularly gifted in language and spelling.
However, she does not consistently apply herself at school and sometimes skips classes. Her
actions seem to relate to her home, school and neighbourhood experiences. She also suffers the
loss of her father, who died when she was 6 years old.
Other key young characters are Javier Mendez, a fellow spelling competitor who
becomes Akeelah's best friend, and Dylan Chiu, who is a very good spelling student who is filled
with pressure from his father. The characters make more observations about children with their
friendship, competition, expectations and family relationships.
Developmental Stage Represented
Neely 3
The major developmental period portrayed in the movie is middle childhood and early
adolescence due to Akeelah being eleven years old and in seventh grade. The film also features
other kids and teens involved in academic contests and learning how to deal with their parents,
teachers, peers, and other adults. The characters' experiences provide many opportunities to
observe their behavior, abilities, relationships, emotions, responsibilities, and responses to their
surrounding environments.
Observation 1: Akeelah's School Experience
One important observation is Akeelah's relationship with school. She is intelligent, but
her school is boring and she has poor attention span when it comes to studying. She misses the
classes and is running the risk of detention due to her lack of attendance. This demonstrates a
difference between her intelligence and engagement in school. Her teacher Dalia Phillips feels a
kid like Akeelah could have promise, so she'll do something to discover it; enroll Akeelah in the
school's spelling bee. The principal also suggests that she enter the competition. Akeelah initially
resists because she does not want to attract attention to herself or be viewed as a “brainiac.”
Observation 2: Akeelah's Performance in the School Spelling Bee
A second significant observation is when Akeelah enters a Spelling Bee at school. Even
though she initially does not want to compete, she performs extremely well and wins the
competition. Her achievements come as a surprise to those around her, and allow her to enter
into more advanced levels of competition. This scene helps to show that she and Akeelah see
different things in themselves and what they can do. Her success also alters the way teachers and
school administrators react to her.
Observation 3: Akeelah's Relationship With Her Mother
Neely 4
Another important observation is between Akeelah and her mother, Tanya. Tanya is a
nurse and has lots of responsibilities. Akeelah's father died when she was six, leaving Tanya to
manage the family. Akeelah does not immediately tell her mother about her involvement in the
spelling competition because she believes her mother may not support the activity. Tanya is
worried about Akeelah's schoolwork and thinks that the spelling bee may affect her learning.
Their interactions show differences in expectations and communication between a parent and
child.
Observation 4: Akeelah's Relationship With Dr. Larabee
The fourth observation is about Akeelah's interaction with Dr. Joshua Larabee. He is a
college professor and a former Spelling Bee competitor who then becomes her coach. Initially,
Akeelah thinks that if she can, she can do it without him helping her and resists his coaching. Dr.
Larabee is demanding and challenges her to improve her discipline, creativity and spelling. He
instructs her in words make-up, meaning, and memory techniques. He also provides her with
thousands of words to learn on her own, all the time. Their relationship starts to be important to
Akeelah's development slowly.
Observation 5: Akeelah's Friendship With Javier
The fifth is Akeelah's growing friendship with another Spelling Contestant, Javier
Mendez. They interact in the L.A. district competition and form a positive relationship with one
another. Javier is apt to become someone Akeelah can learn about spelling competitions from.
Akeelah finds companions in their friendship as she endures the pressures of competing at higher
and higher levels.
Observation 6: Dylan's Relationship With His Father
Neely 5
The sixth observation is of Dylan Chiu and his father. Dylan is a very talented spelling
competitor, and already has some success in national competitions. However, his father has his
much to prove on his. Dylan must play like there's no tomorrow and he's never going to settle, to
play his very best. This creates a noticeable contrast between his academic talent and the
pressure surrounding his participation. Akeelah sees the predicament and is sympathetic toward
him while competing for the top spot.
Observation 7: Support From the Community
One of the most important revelations happens when Akeelah starts to get help from
people around her. Once Dr. Larabee has given her thousands of words to learn, she figures out
that she isn't up to huge amounts on her own. Family members, friends, classmates and
neighbors help her. People who have nothing to do with her studies and appear to be
disinterested also get involved to help with her preparations. This community involvement
becomes more vital and significant as Akeelah moves on to the national competition.
Neely 6
Reference
Atchison, D. (Director). (2008, April 11). Akeelah and the bee (2006) [Video recording].
**Screenshot_25-9-2026_12242_luonline.blackboard.com.jpeg**
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**Screenshot_25-9-2026_122413_luonline.blackboard.com.jpeg**
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**## AKEELAHINTHEBEE.pdf**
Neely 1
Don’ Keisha Neely
Professor Jiao
FMSC-3340-8B
14 September 2026
Neely 2
AKEELAH IN THE BEE-CD
The developmental concepts are evident in Akeelah's experiences in Akeelah and the
Bee, as seen in the way children's behaviors, relationships, motivation, and social experiences are
explained. At approximately 11 years old, Akeelah is developing greater independence while still
being strongly influenced by teachers, parents, peers, and her community. She knows from her
experience that intelligence is not a predictor of academic involvement or outcomes.
The challenges Akeelah faced in class and sometimes missing class can be explained
using the concepts of academic engagement and self-regulation. She possesses impressive
spelling skills, but is not always diligent in completing regular schoolwork. Academic
engagement refers to the student's investment of participation and learning while self-regulation
refers to the student's management of attention, feelings and actions to meet goals. The way
Akeelah acts indicates that this does not mean that a student who is capable will engage
consistently. Her later interest in spelling serves as an example that children can be more
involved when learning is relevant and meaningful to their interests. Wang et al. (2024) indicate
that intentional self-regulation is associated with academic engagement among middle school
students. The development of greater goal directed behaviour can be noted as Akeelah's ability to
organize her effort around spelling increases.
The school spelling bee performance of Akeelah demonstrates academic motivation, self-
efficacy and competence. At first, she doesn't want to get involved because she fears she'll draw
attention to herself and will be treated differently by her peers. With successful performance,
however, her self-confidence in her spelling skills grows. Self-efficacy is the confidence that a
person has in being able to accomplish a specific activity. Akeelah's triumph is a testament to her
skills and also allows her to see her own talents. Her experience also demonstrates how
Neely 3
appropriate challenges and support can encourage gifted students to become more engaged in
learning (Snikkers-Mommer et al., 2024).
The parent-child relationship and parental support in late childhood are highlighted in
Akeelah's relationship with her mother. Tanya is worried about Akeelah's schooling and
originally doesn't see the spelling competition in the same light as her daughter. The conflict
arises because they are in disagreement, because they want to be independent, but their parents
want to give guidance and protection. Akeelah's choice of concealment of her involvement is
also a sign that she is starting to handle some things on her own. Meanwhile, Tanya's future
participation can offer them emotional and practical assistance. Raine and Skinner (2023)
suggest that parenting and children’s academic coping can influence one another during late
childhood and early adolescence.
Mentoring, scaffolding, and self-regulation are illustrated in Dr. Larabee's relationship
with Akeelah. He gives her specific expertise, sets expectations, instructs her on how to
remember things better, and pushes her to do more than what she thinks she can do. It is
scaffolding because he guides Akeelah in learning skills to become more independent. The
coaching also builds her self-regulation, as she strives to practice regularly and meet the
demands of increasingly challenging competitions. He doesn't just tell Akeelah what to do, but
asks her to come up with strategies on her own.
The significance of peer relationships and peer support is illustrated through Akeelah's
friendship with Javier. Javier is there for Akeelah as she deals with the stress of competing in
spelling bees. Their relationship brings her the chance to be a friend in a competitive world, and
to have someone who knows what it's like to compete. Positive peer relationships can also
contribute to school connectedness and the development of self-regulation strategies (Chahl et
Neely 4
al., 2024). The experience of success in Dylan's relationship with his father, however, contrasts
with the situation in this case. Dylan has some limited ability to spell, but his dad's expectations
seem to be a burden more than a pleasure when it comes to competition.
The social support Akeelah receives from her family, friends, classmates and neighbors
emphasize the significance of social support and ecological development. Her growth is not
independent. She is growing in multiple settings and environments, such as in the family, school,
in her peers, with mentors, and in the community. The film thus illustrates the fact that children's
abilities and behaviors are influenced not only by their individual characteristics but also by their
relationships and environments. Akeelah's growth is a good representation of how personal
capabilities, motivation, self-regulation, relationships and social support build and interact with
one another in middle childhood and early adolescence.
Neely 5
References
Chahl, A., Bai, S., Rulison, K. L., & Fosco, G. M. (2024). Examining the association between
school connectedness and use of self-regulation strategies in middle childhood. Applied
Developmental Science, 29(2), 161–170. https://doi.org/10.1080/10888691.2024.2305343
Raine, K. E., & Skinner, E. A. (2023). Dynamics of parenting and children’s coping:
Bidirectional effects between parent motivational support and children’s academic coping
during late childhood and early adolescence. International Journal of Behavioral
Development, 47(5), 397–409. https://doi.org/10.1177/01650254231187905
Snikkers-Mommer, S., Hoekman, J., Mayo, A., & Minnaert, A. (2024). Triggered and
maintained engagement with learning among gifted children in primary education.
Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1164498
Wang, H., Sun, Y., Zhao, X., Wang, W., & Xue, J. (2024). Enhancing academic engagement
through students’ perceptions of teacher expectations: The mediating role of intentional
self-regulation in middle school. Frontiers in Psychology, 15.
https://doi.org/10.3389/fpsyg.2024.1456334
– References
**## pt2.developmentmovie1.pdf**
Neely 1
Don’Keisha Neely
Professor Jiao
FMSC-3340-8B
11 September 2026
Neely 2
Developmental Movie Analysis Part 2: Concept-Matching Stage
Developmental Concepts and Part 1 Observations
Observation 1: Akeelah’s School Experience. Akeelah is very smart, but struggles in
regular class, can't seem to focus and sometimes misses classes. Academic engagement and self-
regulation may be two possible developmental concepts to be explored. Academic engagement is
the degree of investment a student makes into academic activities, in their participation and
attempts to understand them. Self regulation is the control of attention, feelings, actions and
energy towards the goal. Intentional self-regulation has been shown to be one of the most
important factors that have been linked to academic engagement with middle school students
(Wang et al., 2024). For the purpose of understanding how the academic ability of children and
young people differs from their involvement in school, these concepts are useful.
Observation 2: Akeelah’s Performance in the School Spelling Bee. Akeelah at first
refuses to enter into the spelling bee, but does very well and wins the contest. Academic
motivation, self-efficacy and competence are some of the concepts that can be explored.
Academic motivation is the factors and reasons why an individual student would want to engage
in and continue an act of learning. Self-efficacy is the confidence that someone has in their
ability to execute a specific behaviour. Competence is the learning of knowledge and skills that
allows a child to be effective in an area. Support for autonomy and an optimum level of
structuring has been identified as a factor in engaging gifted students in challenging learning
activities (De Boer et al., 2024).
Observation 3: Akeelah’s Relationship With Her Mother. There are differences of
expectation between Akeelah and Tanya about school and the spelling competition. Examples of
constructs include parent-child relationships, parental support, and academic coping. Parent-child
Neely 3
relationships are a communication, emotional connection, expectations and support pattern
between parents and children. Parental support can be manifested in the form of encouragement,
guidance, autonomy support and helping children achieve their goals. Academic coping is the
strategies children use to deal with challenges, stress and difficulty associated with school.
Studies indicate that parenting and academic coping of children can impact each other in late
childhood and early adolescence (Raine & Skinner, 2023).
Observation 4: Akeelah’s Relationship With Dr. Larabee. Throughout, Dr. Larabee
provides coaching, structure, expectations and strategies on how to improve Akeelah's spelling.
Develops ideas that could involve mentoring, scaffolding, self-regulation and achievement
motivation. Mentoring is a developmental relationship between two people, one who is more
knowledgeable or experienced and one who is less knowledgeable or experienced in the field.
Scaffolding is the support system that helps a learner to acquire skills that can be performed with
minimal support. Self-regulation is the control of behavior, attention and efforts to a desired
goal.
Observation 5: Akeelah’s Friendship With Javier. As Akeelah participates in spelling
events, she makes a positive friendship with Javier. Peer relationships, peer support and social
development are concepts covered. Peer relationships are those with others who are
developmentally similar or of the same age and provide for friendship, cooperation, comparison,
communication and social learning. Peer support" is support from peers. Research has revealed
relationships among children's peer relationships, school connectedness, and self-regulation
strategies use (Chahla et al., 2024).
Observation 6: Dylan’s Relationship With His Father. Dylan's father has high
expectations for him when it comes to spelling. Some of the possible concepts are parental
Neely 4
achievement pressure, academic stress and achievement motivation. Parental achievement
pressure is the pressure or expectations parents put on their children in the academic area.
Academic stress is the emotional or psychological strain of academic demands and expectations.
Achievement motivation is the motivation to achieve success, to prove competence, and to meet
challenging objectives.
Observation 7: Support From the Community. Akeelah is helped by her family, friends,
classmates and neighbors as she gets ready for increasingly difficult competitions. The concepts
that are relevant are social support, community influence and ecological development. Social
support is defined as emotional, informational, practical or motivational support provided by
others. Ecological development will emphasize that children are developing in multi-dimensional
environmental systems (family, school, peers, and community). The concepts offer a several
possible avenues for the final analysis but haven't yet been applied to Akeelah's development.
Neely 5
References
Chahla, A., Bai, S., Rulison, K. L., & Fosco, G. M. (2024). Examining the association between
school connectedness and use of self-regulation strategies in middle childhood. Journal
of Applied Developmental Psychology, 91, 101618.
https://doi.org/10.1080/10888691.2024.2305343
De Boer, H., et al. (2024). Triggered and maintained engagement with learning among gifted
children in primary education. Frontiers in Education, 9.
Raine, K. E., & Skinner, E. A. (2023). Dynamics of parenting and children’s coping:
Bidirectional effects between parent motivational support and children’s academic coping
during late childhood and early adolescence. International Journal of Behavioral
Development, 47. https://doi.org/10.1177/01650254231187905
Wang, H., Sun, Y., Zhao, X., Wang, W., & Xue, J. (2024). Enhancing academic engagement
through students’ perceptions of teacher expectations: The mediating role of intentional
self-regulation in middle school. Frontiers in Psychology, 15, 1456334.
https://doi.org/10.3389/fpsyg.2024.1456334
[https://doi.org/10.1080/10888691.2024.2305343](https://doi.org/10.1080/10888691.2024.2305343)
[https://doi.org/10.1177/01650254231187905?utm_source=chatgpt.com](https://doi.org/10.1177/01650254231187905?utm_source=chatgpt.com)
[https://doi.org/10.3389/fpsyg.2024.1456334](https://doi.org/10.3389/fpsyg.2024.1456334)
– Developmental Movie Analysis Part 2: Concept-Matching Stage
– Developmental Concepts and Part 1 Observations
– References
**## Akeelah-DevelopmentalMovieAnalysisPart11.pdf**
Neely 1
Don’ Keisha Neely
FMSC-3340-8B
Professor Jiao
4 August 2026
Neely 2
Developmental Movie Analysis Part 1: Akeelah and the Bee
Movie Selected
Akeelah and the Bee is a movie that will be used for this developmental analysis and will
be written by Doug Atchison and directed. The film premiered in 2006, featuring Keke Palmer in
the role of Akeelah Anderson, Angela Bassett playing her mother Tanya and Laurence Fishburne
as Dr. Joshua Larabee. The narrative is about an intelligent, 11-years-old African American girl,
named Akeelah, who is from South Los Angeles and has an exceptional ability to spell. She is
not seeking praise for her academic prowess, but she does enter competitions for spelling and
strives to qualify for the national Scripps Spelling Bee (Atchison, 2008). The movie focuses on
her experiences at school, relationships with family and friends, interactions with adults, and
growing involvement in her community.
Child Character and Approximate Age
The primary child character observed is Akeelah Anderson, who is approximately 11
years old. She is in the seventh grade at a middle school in the Crenshaw area of South Los
Angeles. Akeelah is characterized as being smart and particularly gifted in language and spelling.
However, she does not consistently apply herself at school and sometimes skips classes. Her
actions seem to relate to her home, school and neighbourhood experiences. She also suffers the
loss of her father, who died when she was 6 years old.
Other key young characters are Javier Mendez, a fellow spelling competitor who
becomes Akeelah's best friend, and Dylan Chiu, who is a very good spelling student who is filled
with pressure from his father. The characters make more observations about children with their
friendship, competition, expectations and family relationships.
Developmental Stage Represented
Neely 3
The major developmental period portrayed in the movie is middle childhood and early
adolescence due to Akeelah being eleven years old and in seventh grade. The film also features
other kids and teens involved in academic contests and learning how to deal with their parents,
teachers, peers, and other adults. The characters' experiences provide many opportunities to
observe their behavior, abilities, relationships, emotions, responsibilities, and responses to their
surrounding environments.
Observation 1: Akeelah's School Experience
One important observation is Akeelah's relationship with school. She is intelligent, but
her school is boring and she has poor attention span when it comes to studying. She misses the
classes and is running the risk of detention due to her lack of attendance. This demonstrates a
difference between her intelligence and engagement in school. Her teacher Dalia Phillips feels a
kid like Akeelah could have promise, so she'll do something to discover it; enroll Akeelah in the
school's spelling bee. The principal also suggests that she enter the competition. Akeelah initially
resists because she does not want to attract attention to herself or be viewed as a “brainiac.”
Observation 2: Akeelah's Performance in the School Spelling Bee
A second significant observation is when Akeelah enters a Spelling Bee at school. Even
though she initially does not want to compete, she performs extremely well and wins the
competition. Her achievements come as a surprise to those around her, and allow her to enter
into more advanced levels of competition. This scene helps to show that she and Akeelah see
different things in themselves and what they can do. Her success also alters the way teachers and
school administrators react to her.
Observation 3: Akeelah's Relationship With Her Mother
Neely 4
Another important observation is between Akeelah and her mother, Tanya. Tanya is a
nurse and has lots of responsibilities. Akeelah's father died when she was six, leaving Tanya to
manage the family. Akeelah does not immediately tell her mother about her involvement in the
spelling competition because she believes her mother may not support the activity. Tanya is
worried about Akeelah's schoolwork and thinks that the spelling bee may affect her learning.
Their interactions show differences in expectations and communication between a parent and
child.
Observation 4: Akeelah's Relationship With Dr. Larabee
The fourth observation is about Akeelah's interaction with Dr. Joshua Larabee. He is a
college professor and a former Spelling Bee competitor who then becomes her coach. Initially,
Akeelah thinks that if she can, she can do it without him helping her and resists his coaching. Dr.
Larabee is demanding and challenges her to improve her discipline, creativity and spelling. He
instructs her in words make-up, meaning, and memory techniques. He also provides her with
thousands of words to learn on her own, all the time. Their relationship starts to be important to
Akeelah's development slowly.
Observation 5: Akeelah's Friendship With Javier
The fifth is Akeelah's growing friendship with another Spelling Contestant, Javier
Mendez. They interact in the L.A. district competition and form a positive relationship with one
another. Javier is apt to become someone Akeelah can learn about spelling competitions from.
Akeelah finds companions in their friendship as she endures the pressures of competing at higher
and higher levels.
Observation 6: Dylan's Relationship With His Father
Neely 5
The sixth observation is of Dylan Chiu and his father. Dylan is a very talented spelling
competitor, and already has some success in national competitions. However, his father has his
much to prove on his. Dylan must play like there's no tomorrow and he's never going to settle, to
play his very best. This creates a noticeable contrast between his academic talent and the
pressure surrounding his participation. Akeelah sees the predicament and is sympathetic toward
him while competing for the top spot.
Observation 7: Support From the Community
One of the most important revelations happens when Akeelah starts to get help from
people around her. Once Dr. Larabee has given her thousands of words to learn, she figures out
that she isn't up to huge amounts on her own. Family members, friends, classmates and
neighbors help her. People who have nothing to do with her studies and appear to be
disinterested also get involved to help with her preparations. This community involvement
becomes more vital and significant as Akeelah moves on to the national competition.
Neely 6
Reference
Atchison, D. (Director). (2008, April 11). Akeelah and the bee (2006) [Video recording].
**Screenshot_25-9-2026_12242_luonline.blackboard.com.jpeg**
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