This essay explores the impact of play-based learning on classroom engagement and vocabulary development in early additional language learning, with a primary focus on Key Stage 1 (KS1) learners while drawing selectively on comparable evidence from preschool and lower primary contexts. The essay first clarifies key concepts, including play-based learning, guided play, classroom engagement, and vocabulary development, before examining empirical research on learning outcomes and engagement processes. Overall, the essay suggests that play-based learning is particularly promising for enhancing classroom engagement, especially in relation to participation, enjoyment, and sustained involvement. It can also support vocabulary development, including vocabulary acquisition, retention, and contextualised understanding, although the evidence is less uniform and depends more heavily on pedagogical design and implementation. Across the reviewed studies, the most effective forms of play-based learning appear to be purposeful, language-rich, socially interactive, and carefully scaffolded by teachers while still preserving child agency. Therefore, this essay concludes that, for KS1 additional language classrooms, the value of play-based learning depends less on the mere presence of play, but in creating developmentally appropriate environments that support both meaningful participation and language learning.

Mindfulness-based cognitive therapy is an evidence-based group intervention, typically delivered in an eight-week standard protocol, which has limited accessibility, especially for Chinese adolescents. This study evaluated an intensive, one-week mindfulness-based skills training program designed to improve engagement among adolescents. Participants (N = 14, aged 12-22, Mage= 16.33, SDage= 2.53) completed standardized self-report measures of anxiety (BAI), depression (CDI), perceived stress (PSS), resilience (CD-RISC), mindfulness level (FFMQ), and mood (POMS) before and after the intervention. Paired t-tests were applied to assess psychological changes, and missing data was handled via mean imputation within subscales. Results indicated reductions in POMS tension–anxiety (p < .05, d = 0.087) and fatigue (p < .05, d = 0.285), as well as increases in FFMQ observing (p < .05, d = 0.650) and non-reactivity (p < .05, d = 0.727). However, the increase in CDI and PSS scores suggests that improved emotional awareness without sufficient coping strategies, such as acceptance and loving-kindness, may have negative effects. These findings support the hypothesis that a condensed mindfulness-based skills training program may improve specific dimensions of mindfulness and decrease mood disturbances in adolescents. The intensive treatment also has better cost-effectiveness and flexibility in time. However, effects were limited by design and sample size. The increases in distress and depression also highlight the need for adjustments in pacing and more focus on integration of skills. Given the mixed outcomes, future research should be based on a randomized controlled trial (RCT) to compare the immediate and long-term effects of the intervention with a manualized eight-week MBCT program.