Are you a child engineer or an adult engineer?

Or: How to have even more fun in engineering

From one perspective, all engineers sit somewhere on a particular spectrum. At one end are those who chase the parts of engineering they personally enjoy – often the stereotypical ones. At the other are those who understand the value, satisfaction, and deep quiet pleasure that comes from embracing the entirety of the craft.

The child engineer thrives on the simple. They enjoy the burst of creativity when ideas flow, the thrill of possibility, and the fun of imagining solutions. They love the start of the adventure. But once the idea is “basically there”? They can’t imagine what comes next or the importance of it, for they are children, and their interest fades. They want to move on to the next idea, the next spark, the next moment of juvenile novelty.

The adult engineer, however, has, some time ago, discovered the joy in a broader landscape. They still enjoy ideation. And they also appreciate the deeper, richer pleasures (those that come from seeing an idea all the way through to a proper solution). They take satisfaction in shaping a concept into something real: optimising it so it is efficient to implement, verifying that it is safe when built, ensuring it meets every peripheral need that others down the chain rely on. They document it properly, not because they “have to,” but because this is part of creating something fully formed. They understand that professionalism, like adulthood, carries pleasures that are less obvious to the inexperienced, but far more substantial.

This reminds me of a quote from a man called John Edmondson. He was an advocate of antioxidants and physical challenges – at 47 years of age he managed 5,000 push-ups in 3hrs 18mins. He once said, “winning is boys; killing is for men.” By “killing” he meant killing the challenge in front of you – such as 5,000 push-up or the hill you plan to run up. It could also mean the engineering challenge in front of you. The child engineer will win by coming up with an idea. The adult engineer will kill the challenge – and implement a total solution.

Other contrasts between the child engineer and the adult engineerThe child engineer will complain loudly about tasks they dislike. They will avoid procedures because “they’re annoying,” or try to work around company standards simply because they’d rather not deal with them. The adult engineer sees these procedures differently. They recognise that standard process is what allows whole organisations to collaborate without chaos. They follow the procedure because doing so supports others. And when they know the procedure is flawed, they challenge it properly, lobby for improvement, and strengthen the system for everyone.

A child engineer has a narrow view of what engineering is: they see themselves as someone who “works on the thing and invents things.” The adult engineer sees engineering as a profession. They think about framing problems correctly, applying first principles, checking assumptions, engaging the right stakeholders, and understanding how their decision today affects manufacturing, construction, quality, service, regulations and safety tomorrow. They experience engineering in its full, interconnected richness—and they enjoy that broader horizon. It is the difference between juvenile pleasures and adult pleasures: both are real, but only one offers lasting depth.

And then there is how they engage others. The child engineer expects others to package information for them in an easy-to-digest way. They share their own information however they like and assume everyone else will interpret it correctly. The adult engineer takes the time to understand what other teams need, adjusts their communication accordingly, and gives people what they require to progress. They also push back when others try to offload their responsibilities onto them—not out of defiance, but because professionalism is reciprocal.

This notion of the adult engineer is universal. These are the engineers who thrive in global environments, where assumptions differ, cultures vary, and clarity, discipline, and respect for process matter even more. The comparative mythologist, Joseph Campbell, spent his life studying patterns that show up everywhere in human experience: archetypal behaviours that transcend local context. The transition from childlike enthusiasm to adult responsibility is one of them – it happens everywhere. And it is exactly this adult mode of operating that allows an engineer to be effective anywhere in the world.

If you are an engineering managerThe distinctions in this article are an excellent reference for your team. Many engineers simply haven’t had someone frame the difference for them. They may not even realise how often they operate as child engineers. Not because of immaturity, but because no one has ever shown them the deeper pleasures of the full craft. Sharing this with them invites growth.

If you want to grow as an engineerTake a moment now to reflect on where you sit on this spectrum. Think through the last few weeks of your work. Did you lean toward the tasks you enjoy, or the tasks that were needed? Did you shape the entire engineering journey, or just the parts that felt good? Did you help the organisation function, or make it bend around you?

Also, consider your environment. Some managers prefer their engineers to remain childlike. This can be a result of culture as well – those that are more authoritarian. Children don’t push back, they don’t question weak processes, and they don’t challenge assumptions – making it easier for a manager to maintain authority. This can feel comfortable for a manager, but it limits you. If your environment rewards you for staying a child engineer rather than growing into an adult one, you may need to consider whether your development requires moving on.

There is far more pleasure in embracing engineering in its complete form. The breadth. The responsibility. The discipline. The craft. The influence. The impact.

So where do you sit on the spectrum?
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Do you know some child engineers?