CD-DEV

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Don’ Keisha Neely

Professor Jiao

FMSC-3340-8B

14 September 2026

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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

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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

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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.

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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

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Don’Keisha Neely

Professor Jiao

FMSC-3340-8B

11 September 2026

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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

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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

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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.

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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

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Don’ Keisha Neely

FMSC-3340-8B

Professor Jiao

4 August 2026

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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

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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

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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

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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.

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Reference

Atchison, D. (Director). (2008, April 11). Akeelah and the bee (2006) [Video recording].