Assignment Prompt & Instructions
attached
**files (2)**
– ## DMAP4.pdf
– Screenshot_6-10-2026_92237_luonline.blackboard.com.jpeg
**## DMAP4.pdf**
Neely 1
Don’ Keisha Neely
FMSC-3340-8B
Professor Jiao
26 September 2026
Neely 2
Developmental Movie Analysis Part 4
Reflection on the Developmental Stage
Middle childhood and early adolescence, the stage represented by Akeelah and her age
mates, is distinct as it lies between the dependency stage of early childhood and the
independence of the later adolescence stage. In this stage, children start to make choices in
relation to the school, friends and interests, but need a lot of structure and approval from parents,
teachers and other adults. This independence and guidance is what dominates most of the stage.
Significant developments at this time include improved self-regulation, more
sophisticated reasoning, and sensitivity to peer and adult perceptions. Motivation is linked to
personal interest, not obligation, and children begin to develop an identity based on abilities and
accomplishments, as seen when Akeelah's confidence soars following her early spelling
triumphs. Social comparison and a need for competence also start to play a larger role in
decisions about which activities to engage in publicly.
This analysis helped me to understand that being intelligent is not enough to engage.
Akeelah's inconsistent classroom performance despite her obvious talent was an example of how
motivation, self-efficacy, and support from mentors and peers interrelate and impact
developmental outcomes, not ability functioning in isolation (Wang et al., 2024).
Common Difficulties and Challenges
For children in middle childhood and early adolescence, it can be difficult to balance
academic achievement with social acceptance, since standing out academically can feel risky
when peer acceptance matters so much. Family expectations can also be a source of tension, as
children develop their own aspirations which might differ from what was originally planned for
them by parents (Raine & Skinner, 2023).
Neely 3
Akeelah faced these common difficulties in her early reluctance to compete and her
hesitation to tell her mother of the spelling bee. However, some of her difficulties were specific
to her circumstances, including the loss of her father and the added responsibility this placed on
her mother. Dylan's pressure from his father was more of an individual struggle as not all gifted
children are subject to such high pressure to achieve from their parents, and therefore his
experience was less typical of the stage as a whole.
Movie Review: Think Like a Developmentalist
As a developmentalist, I believe that the film captures this developmental stage in a
relatively realistic manner. It captures the tension between independence and reliance on adults
well, showing Akeelah making private decisions while still needing her mother's and Dr.
Larabee's guidance. Peer relations and community support are also represented in the film
appropriately, showing that children's development is not only dependent on personal effort but
also on multiple environments (Chahla et al., 2024).
Where the movie falls short is in how quickly Akeelah's self-regulation and skills
improve. Development of self-regulation and academic engagement is more likely to occur over
time, rather than in a few weeks of intensive coaching. While effective for storytelling, this
shortened timeline seems to downplay the slowness and lack of consistency that such change is
typically like for children at this age.
Personal Reflection
Analyzing this movie changed how I understood Akeelah's behavior, especially her early
reluctance to compete. Initially, I thought it was just shyness, but when I was able to tie in self-
efficacy and fear of social evaluation, which are common at this age, it made more sense.
Neely 4
I was initially shocked at how much Akeelah concealed from her mother, but after
reading about this stage of independence, it made me realize that it is a natural process.
This assignment has helped me to gain a different insight into children's behavior as seen
in everyday life. I now consider how motivation, self-regulation and environment interact,
instead of believing that ability is the only factor that influences outcomes.
The best thing I will take away from this project is that young children's development is
determined by the interaction among personal qualities, relationships, and environment, not just
one of these in isolation.
.
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
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
**Screenshot_6-10-2026_92237_luonline.blackboard.com.jpeg**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-6-10-2026-92237-luonline-blackboard-com-jpeg)
**Screenshot_6-10-2026_92237_luonline.blackboard.com.jpeg**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-6-10-2026-92237-luonline-blackboard-com-jpeg)
**## DMAP4.pdf**
Neely 1
Don’ Keisha Neely
FMSC-3340-8B
Professor Jiao
26 September 2026
Neely 2
Developmental Movie Analysis Part 4
Reflection on the Developmental Stage
Middle childhood and early adolescence, the stage represented by Akeelah and her age
mates, is distinct as it lies between the dependency stage of early childhood and the
independence of the later adolescence stage. In this stage, children start to make choices in
relation to the school, friends and interests, but need a lot of structure and approval from parents,
teachers and other adults. This independence and guidance is what dominates most of the stage.
Significant developments at this time include improved self-regulation, more
sophisticated reasoning, and sensitivity to peer and adult perceptions. Motivation is linked to
personal interest, not obligation, and children begin to develop an identity based on abilities and
accomplishments, as seen when Akeelah's confidence soars following her early spelling
triumphs. Social comparison and a need for competence also start to play a larger role in
decisions about which activities to engage in publicly.
This analysis helped me to understand that being intelligent is not enough to engage.
Akeelah's inconsistent classroom performance despite her obvious talent was an example of how
motivation, self-efficacy, and support from mentors and peers interrelate and impact
developmental outcomes, not ability functioning in isolation (Wang et al., 2024).
Common Difficulties and Challenges
For children in middle childhood and early adolescence, it can be difficult to balance
academic achievement with social acceptance, since standing out academically can feel risky
when peer acceptance matters so much. Family expectations can also be a source of tension, as
children develop their own aspirations which might differ from what was originally planned for
them by parents (Raine & Skinner, 2023).
Neely 3
Akeelah faced these common difficulties in her early reluctance to compete and her
hesitation to tell her mother of the spelling bee. However, some of her difficulties were specific
to her circumstances, including the loss of her father and the added responsibility this placed on
her mother. Dylan's pressure from his father was more of an individual struggle as not all gifted
children are subject to such high pressure to achieve from their parents, and therefore his
experience was less typical of the stage as a whole.
Movie Review: Think Like a Developmentalist
As a developmentalist, I believe that the film captures this developmental stage in a
relatively realistic manner. It captures the tension between independence and reliance on adults
well, showing Akeelah making private decisions while still needing her mother's and Dr.
Larabee's guidance. Peer relations and community support are also represented in the film
appropriately, showing that children's development is not only dependent on personal effort but
also on multiple environments (Chahla et al., 2024).
Where the movie falls short is in how quickly Akeelah's self-regulation and skills
improve. Development of self-regulation and academic engagement is more likely to occur over
time, rather than in a few weeks of intensive coaching. While effective for storytelling, this
shortened timeline seems to downplay the slowness and lack of consistency that such change is
typically like for children at this age.
Personal Reflection
Analyzing this movie changed how I understood Akeelah's behavior, especially her early
reluctance to compete. Initially, I thought it was just shyness, but when I was able to tie in self-
efficacy and fear of social evaluation, which are common at this age, it made more sense.
Neely 4
I was initially shocked at how much Akeelah concealed from her mother, but after
reading about this stage of independence, it made me realize that it is a natural process.
This assignment has helped me to gain a different insight into children's behavior as seen
in everyday life. I now consider how motivation, self-regulation and environment interact,
instead of believing that ability is the only factor that influences outcomes.
The best thing I will take away from this project is that young children's development is
determined by the interaction among personal qualities, relationships, and environment, not just
one of these in isolation.
.
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
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
**Screenshot_6-10-2026_92237_luonline.blackboard.com.jpeg**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-6-10-2026-92237-luonline-blackboard-com-jpeg)
**## DMAP4.pdf**
Neely 1
Don’ Keisha Neely
FMSC-3340-8B
Professor Jiao
26 September 2026
Neely 2
Developmental Movie Analysis Part 4
Reflection on the Developmental Stage
Middle childhood and early adolescence, the stage represented by Akeelah and her age
mates, is distinct as it lies between the dependency stage of early childhood and the
independence of the later adolescence stage. In this stage, children start to make choices in
relation to the school, friends and interests, but need a lot of structure and approval from parents,
teachers and other adults. This independence and guidance is what dominates most of the stage.
Significant developments at this time include improved self-regulation, more
sophisticated reasoning, and sensitivity to peer and adult perceptions. Motivation is linked to
personal interest, not obligation, and children begin to develop an identity based on abilities and
accomplishments, as seen when Akeelah's confidence soars following her early spelling
triumphs. Social comparison and a need for competence also start to play a larger role in
decisions about which activities to engage in publicly.
This analysis helped me to understand that being intelligent is not enough to engage.
Akeelah's inconsistent classroom performance despite her obvious talent was an example of how
motivation, self-efficacy, and support from mentors and peers interrelate and impact
developmental outcomes, not ability functioning in isolation (Wang et al., 2024).
Common Difficulties and Challenges
For children in middle childhood and early adolescence, it can be difficult to balance
academic achievement with social acceptance, since standing out academically can feel risky
when peer acceptance matters so much. Family expectations can also be a source of tension, as
children develop their own aspirations which might differ from what was originally planned for
them by parents (Raine & Skinner, 2023).
Neely 3
Akeelah faced these common difficulties in her early reluctance to compete and her
hesitation to tell her mother of the spelling bee. However, some of her difficulties were specific
to her circumstances, including the loss of her father and the added responsibility this placed on
her mother. Dylan's pressure from his father was more of an individual struggle as not all gifted
children are subject to such high pressure to achieve from their parents, and therefore his
experience was less typical of the stage as a whole.
Movie Review: Think Like a Developmentalist
As a developmentalist, I believe that the film captures this developmental stage in a
relatively realistic manner. It captures the tension between independence and reliance on adults
well, showing Akeelah making private decisions while still needing her mother's and Dr.
Larabee's guidance. Peer relations and community support are also represented in the film
appropriately, showing that children's development is not only dependent on personal effort but
also on multiple environments (Chahla et al., 2024).
Where the movie falls short is in how quickly Akeelah's self-regulation and skills
improve. Development of self-regulation and academic engagement is more likely to occur over
time, rather than in a few weeks of intensive coaching. While effective for storytelling, this
shortened timeline seems to downplay the slowness and lack of consistency that such change is
typically like for children at this age.
Personal Reflection
Analyzing this movie changed how I understood Akeelah's behavior, especially her early
reluctance to compete. Initially, I thought it was just shyness, but when I was able to tie in self-
efficacy and fear of social evaluation, which are common at this age, it made more sense.
Neely 4
I was initially shocked at how much Akeelah concealed from her mother, but after
reading about this stage of independence, it made me realize that it is a natural process.
This assignment has helped me to gain a different insight into children's behavior as seen
in everyday life. I now consider how motivation, self-regulation and environment interact,
instead of believing that ability is the only factor that influences outcomes.
The best thing I will take away from this project is that young children's development is
determined by the interaction among personal qualities, relationships, and environment, not just
one of these in isolation.
.
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
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
**Screenshot_6-10-2026_92237_luonline.blackboard.com.jpeg**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-6-10-2026-92237-luonline-blackboard-com-jpeg)