The humanistic development view holds that in the process of human development, the goals of children's upbringing and education are: (1) to acquire self-awareness, personal identity and self-awareness, that is, the second stage of development; (2) Obtain a basic personality foundation characterized by high integration and realization. In essence, this basic personality structure is incoherent internally and inconsistent among the basic components. In order to achieve the first goal, the development theory of humanism is devoted to fetal plan, baby plan, parents' education plan, children's education plan and so on. Whether the plan is completed by parents or educators, it emphasizes rich and effective training, cognitive development, self-movement development and other means to develop self and personal identity. To achieve the second goal, the premise is the image of parents and educators, who themselves should be in the third stage of human development, that is, they are integrated and realized people. Therefore, the theory of three-person development requires that parents and educators be provided with the most opportunities to create images in order to reach the third stage of human development.

As far as education is concerned, humanistic methods can be divided into two types: (1) realizing humanistic education intention according to humanistic values, philosophy and theory. This method tries to highlight children's self-choice, self-worth and interpersonal skills, and educate children to realize their potential according to their current needs and growth rate. This method is against collective standards, consistent progress, externally imposed rules, lack of personality and substantive knowledge, learning through rewards and punishments, and education without considering personal growth. (2) Educational institutions are regarded as people's collective organizations, that is, educational institutions composed of people in the first and second stages of personal development, that is, educational institutions composed of people in the first and second stages of personal development. The nature and content of such institutions reflect the collective nature and content of these people. In the educational institutions composed of people in the third stage, the characteristics of education are integration and realization. With more people in the third stage being brought into educational institutions, educational methods, means, systems, administration and atmosphere will also change at the same time.