For years, I’ve wondered at how as a kid I found the monkey bars in a playground (often a jungle gym in the US) so much easier to swing on than I do as an adult. And I see our kids swinging around easily on them, while now it’s hard for me just to hang off them. The reason why is partly to do with the square-cube law.

The square-cube law is the deceptively simple observation that as you scale up dimensions — say, as you get taller — then area of the object increases proportional to the square of the length, while volume increases proportional to the cube of length. This fundamental relationship has enormous significance in the sizes and shapes of animals and the limits of how big trees can get and how big we can build our bridges and buildings.

Because the strength of our bones, muscles or wooden beams is proportional to their cross-sectional area, this means that while the strength of a larger object, assuming the same proportions as the smaller one, increases according to the square of a length, the weight (from the volume it takes up) increases according to the cube of a length. So, relative strength decreases as size increases.

Some corollaries are therefore that children’s small size relative to the area of their muscles and bones makes them relatively stronger than adults and so they can more easily support their weight as they swing on the monkey bars. In the same way, press ups are harder for bigger people than they are for smaller. And while an ant has tiny spindly legs, those legs could easily support 50 other ants of its size, whereas for an elephant to support its own weight it needs chunky legs — not spindly ones — and there’s no chance it could get close to carrying 50 other elephants on its back.

It’s also part of the reason short trees can be spindly, but big sequoias have relatively chunkier trunks, and we need increasingly strong materials to build bigger and bigger skyscrapers compared to the shed in your garden.

Galileo discussed this back in 1638 and it still requires some getting your head around today.

For this and other fascinating insights of scaling check out Scale, by Geoffrey West.

The Square-Cube law

I love this concept of the third teacher that applies just as well in a primary school as in an office. A well-designed environment can help us learn, encourage good habits, and improve our wellbeing.

I remember a previous mentor of mine saying he could tell how a project was doing just by taking in the project room.

Too often these days the environment is hidden away in software. A well-designed environment can really be a third teacher. Consider how you can make the most of yours.

Here's the third teacher illustration without the animation

The third teacher

There’s a surprising amount of wisdom in A. A. Milne’s classic stories of Winnie-the-Pooh. If you haven’t read them for a long time, you could do much worse than try them again. As one small example, I find there’s a lot of Owl Speak around as we get older, where we could all probably benefit from a dose of Pooh’s simplicity. Owl never uses a short, simple word when a long and complicated one would do. For example, in one revealing exchange, Owl explains:

“Well, the customary procedure in such cases is as follows.”

“What does Crustimoney Proseedcake mean?” said Pooh.

…”It means, the Thing to Do.” says Owl.

We learn more and more Owl Speak the more time we spend in school, only to have to work to remove it when we are older.

Both quotes are from The House at Pooh Corner. Or, if you prefer to have the wisdom called out, you could try The Tao of Pooh, by Benjamin Hoff.

How to speak plainly, by Pooh Bear

Every time we go I think, if you were to try and design the perfect toy it would have many of the remarkable attributes of a beach - particularly the self-tidying feature. At some point I should stop thinking that and just enjoy the beach.

Beaches: amazing for play

This is my own observation — no rigorous research to reference. But, looking at our 2 year old as he’s transitioned from a baby, I’ve been led to think about our times on, say, public transport. A baby will largely only focus on what’s right in front of their faces or directly impinging on their senses. As they grow, the vicinity becomes their circle. So if you’re on the tube, anything within sight in the carriage is fair game for them to fiddle with or want to investigate. But adults are capable of just sitting there - thinking, about things far away, in the future or in the past. It strikes me that small children just can’t do that — life is what’s around them or nothing. Hence endless fidgeting and investigation. Brilliant.

The expanding circle of attention

4 Insights from Unconditional Parenting by Alfie Kohn.

Punishments and rewards are 2 sides of the same coin — and both are unproductive.

Love is not a scarce commodity that must be rationed.

Childhood is not a race

I learned this simple insight from The Baby Whisperer.

Sketchplanations tagged with children