This article presents a pedagogically grounded model for English language acquisition at the primary school level, developed and tested within a non-formal educational environment. The research is situated in the theoretical framework of the pedagogy of upbringing, which emphasises the importance of action, play, and meaningful communication for sustaining curiosity and intrinsic motivation among young learners. In this context, the digital technology Funtronic, popularly known as the “magic floor”, is examined not as a stand-alone technical innovation but as an educational mediator embedded in the cultural setting of the library. The model is based on a two-stage organisation of learning. In the preparatory phase, pupils create and present linguistic materials through creative activities that foster expression and cooperation. In the interactive phase, these materials are transformed into digital games projected onto the floor, enabling pupils to engage with the content through movement, collaboration, and emotional involvement. This structure underscores the interplay between creativity and technology as a pathway towards intellectual upbringing, where language learning is integrated with bodily activity, imagination, and social interaction. The empirical study involved third- and fourth-grade pupils divided into experimental and control groups, both attending extracurricular clubs in a library setting. Quantitative analysis focused on four key indicators: learning engagement, active vocabulary, correct pronunciation, and the ability to construct simple sentences. The findings reveal that the experimental group achieved significantly higher results across all indicators, alongside increased motivation, stronger willingness to collaborate, and more positive attitudes towards learning compared with their peers in the control group. This demonstrates that the integration of interactive technologies within cultural environments can serve as a practical and effective strategy for early foreign language education.