3 year old day care: Drop-In Daycare: Flexible Part-Time Child Care Options

Опубликовано: February 10, 2023 в 11:50 pm

Автор:

Категории: Miscellaneous

Child care – Early education and care: Impact on child development

Ellen S. Peisner-Feinberg, PhD

FPG Child Development Institute, University of North Carolina at Chapel Hill, USA

, 2nd ed.

PDF version

Introduction

As the labour force participation rates for mothers of young children have risen over the past few decades, so has the use of child care, including both child care centres and family child care homes. A substantial majority of young children now regularly experience child care prior to their entry into school: rates of care for preschool-aged children are now higher than for infants and toddlers. Recent estimates indicate that nearly two-thirds of all 3- to 5-year-old children in the United States attend some form of regular child care prior to kindergarten.1 Given these high child care usage rates, both parents and professionals have sought to understand the impact of these experiences on children’s cognitive and social development. 

Subject

Because children’s outcomes are influenced by the multiple environments they encounter,2 including both family and child care settings, there has been growing interest in research about the effects of child care experiences on children’s development. Moreover, the reported average quality of child care in the US falls short of the standards recommended by early childhood professionals,3-6 leading to concerns about how the quality of such environments affects children’s development. Coupled with the widespread interest in promoting children’s school readiness skills, a number of research studies have examined the extent to which variations in the quality of preschool child care experiences influence children’s cognitive and social skills during the preschool years, during the transition to school, and into the elementary school years. Examination of the quality of child care has weighed a variety of factors, including classroom practices (eg, materials, activities, daily organization), teacher–child relationships (eg, teacher sensitivity, warmth and closeness of the relationship with the child), and teacher qualifications (eg, education and training levels).

Problems

One difficulty with examining the impact of child care quality is the issue of family selection factors. Families choose the child care they use, and families with differing characteristics may choose different types and quality of care. In particular, studies have suggested that socio-economically advantaged families tend to choose higher quality care for their children.7-10 Therefore, it may not be possible to completely separate the developmental effects of child care quality from the effects generated by family factors. While more recent studies have adjusted statistically for these family selection factors, they may underestimate the effects of child care quality when the two are highly correlated.  

A second difficulty in this area of research is the need for longitudinal studies which also include varying levels of child care quality and representative samples of adequate size in order to examine the longer-term effects of child care quality on children’s development. While a few studies do exist (most notably, the National Institute of Child Health and Human Development Study of Early Child Care; and the Cost, Quality, and Child Outcomes in Child Care Centers Study), the expense and complexities of undertaking this type of research limit the availability of such data. 

Research Context

Evidence regarding the effects of preschool child care on children’s development has been derived from two distinct areas of research — early intervention programs for children at risk, and typical community child care. Whereas several studies have explored the longitudinal effects of early intervention programs, few have examined the effects for children attending community child care programs as they make the transition from preschool to elementary school. Several studies of early intervention programs have found long-term positive effects on children’s cognitive development and academic achievement that last until the third or fourth grade, and even longer into adolescence and adulthood for broader indicators of school success, such as retention in grade, special education placement, total years of education, and intellectual functioning.9-15 These early intervention programs were generally high quality, very intensive, model demonstration programs, and while these studies clearly show lasting positive effects of providing such programs in the preschool years, they do not reflect the typical experiences of most children in child care. 

A second area of research has examined the effects of the typical community child care programs utilized by families, which may vary widely in the quality of experiences provided. More specifically, substantial research literature has developed over the past two decades examining the effects of preschool child care quality on children’s cognitive, social, and emotional development. Research studies have included child care programs selected from those existing within the local communities sampled, as opposed to the model demonstration programs included in the early intervention studies. The strongest evidence has been gathered from studies examining the effects of child care quality after controlling for differences in child or family background characteristics, such as socioeconomic status, maternal education, family structure, gender, or ethnicity, with a view to allowing for differences related to both the selection of child care and to children’s outcomes.

Key Research Questions

Major research questions in this area include the following:

  1. Is the level of child care quality in preschool related to children’s cognitive and social development?
  2. How long are the influences of child care quality evident?
  3. Are there differential effects of child care quality on developmental outcomes for children from different backgrounds?

Recent Research Results

Studies have been conducted in the US as well as other countries, including Canada, Bermuda, and Sweden, to examine the issues around the effects of child care quality on children’s development, both in the short-term, during the preschool years, and over the longer-term, into elementary school. The studies reported below have examined the effects of child care quality after adjusting for family selection factors, in order to disentangle the relations between the selection of child care of a particular quality or type and the effects of the child care itself.

Although there are relatively few longitudinal studies, several studies have found positive associations between child care quality and children’s cognitive development and social competence during the preschool years.3,5,8,16-26 These studies suggest that children who attend better quality child care during the preschool years demonstrate better cognitive and social skills during this time period, after accounting for differences in family background characteristics that are also related to children’s development.

A few studies have addressed this issue longitudinally for preschool-age child care, examining the long-term influences of child care quality on both cognitive and social development. Some studies have found modest, positive associations between preschool child care quality and children’s school-age cognitive skills. 27,28 Fewer long-term associations have been found for social development, although some studies have found that better quality preschool child care is related to more positive behaviour and fewer problem behaviours in the early elementary school years.29,30

Although most studies have found influences of child care quality on children’s outcomes, a few have found little effect for either cognitive or social development during the preschool years,17,30-32 as well as over the longer-term, into elementary school.33,34 The absence of effects in these studies may be accounted for by sampling issues in some cases (restricted ranges of child care quality and/or relatively small sample sizes) or by the outcomes measured in others (e.g., very low-frequency behaviours such as social withdrawal).

 

Another issue of interest is whether the effects of child care quality are stronger among some groups of children, such as those who may already be at greater risk for less optimal development. Only a few studies relating child care quality to preschool children outcomes have examined this question, and fewer have followed children into elementary school. The findings in this area have been mixed, with some evidence of stronger effects for children at greater risk during the preschool years20,35-37 and school-age years,28 although these differences were not found consistently for all outcomes studied. In contrast, other studies have found no differential effects of child care quality for children at greater risk.21,23 Given the likelihood that children at greater risk may be in lower- quality care, however, this issue merits further consideration.

Conclusions

The research evidence supports the contention that better quality child care is related to better cognitive and social development for children. While these effects of child care quality are in the modest to moderate range, they are found even after adjusting for family selection factors related to both the quality of care and to children’s outcomes. Numerous studies have found short-term effects of child care quality on children’s cognitive, social, and emotional development during the preschool years. Longer-term effects lasting into the elementary school years have also been found, although fewer longitudinal studies have been conducted to examine this issue. Moreover, these results indicate that the influences of child care quality are important for children from all backgrounds. While some studies have found even stronger effects for children from less advantaged backgrounds (suggesting that this issue may be even more critical for children already at greater risk for school failure) the findings indicate that children from more advantaged backgrounds are also influenced by the quality of care.

Implications

As a whole, these findings suggest that policies which promote good quality child care during the preschool years are important for all children. Other research suggests that good quality care is expensive to provide; it is associated with well-trained and educated staff, low staff–child ratios, low staff turnover rates, good wages, and effective leadership. 3,4,38 Given the high cost as well as the relative paucity of good-quality care, consideration needs to be given to both the availability and the affordability of care. The most successful policies will need to take all these factors into account, so that good quality care is a realistic option for all children. Given the high usage rates of child care during the preschool years, such an investment would seem to be an important path to explore in improving children’s readiness for and success in school.

References

  1. West J, Wright D, Hausken EG. Child care and early education program participation of infants, toddlers, and preschoolers. Washington, DC:  US Department of Education, National Center for Education Statistics; 1995.  Available at: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=95824.  Accessed January 21, 2004.
  2. Bronfenbrenner U, Morris PA. The ecology of developmental processes. In: Lerner RM, ed. Handbook of child psychology: Theoretical models of human development. Vol 1. New York, NY: Wiley; 1998. Damon W, ed. Handbook of child psychology: 993-1028
  3. Whitebook M, Howes C, Phillips D. Who cares? Child care teachers and the quality of care in America.  Final report of the National Child Care Staffing Study.  Oakland, Calif: Child Care Employee Project; 1989.
  4. Cost, Quality, and Outcomes Study Team.  Cost, quality and child outcomes in child care centers.  Denver, Colo:  Economics Department, University of Colorado at Denver; 1995.
  5. Kontos S, Howes C, Shinn M, Galinsky E.  Quality in family child care & relative care.  New York, NY: Teachers College Press; 1995.
  6. Characteristics and quality of child care for toddlers and preschoolers.  Applied Developmental Sciences 2000;4(3):116-135.
  7. Lazar I, Darlington R, Murray H, Royce J, Snipper A.  Lasting effects of early education:  A report from the Consortium for Longitudinal Studies.  Monographs of the Society for Research in Child Development 1982;47(2 suppl. 3):1-151.
  8. Dunn L. Proximal and distal features of day care quality and children’s development. Early Childhood Research Quarterly 1993;8(2):167-192.
  9. Schweinhart LJ, Barnes HV, Weikart DP.  Significant benefits: The High/Scope Perry Preschool Study through age 27. Ypsilanti, Mich: High/Scope Press; 1993.
  10. Burchinal MR, Nelson L.  Family selection and child care experiences:  Implications for studies of child outcomes. Early Childhood Research Quarterly 2000;15(3):385-411.
  11. Campbell FA, Ramey CT.  Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families.  Child Development 1994;65(2):684-698.
  12. Burchinal MR, Campbell FA, Bryant DM, Wasik BH, Ramey CT. Early intervention and mediating processes in cognitive performance of children of low-income African American families. Child Development 1997;68(5):935-954.
  13. Ramey CT, Campbell FA, Burchinal M, Skinner M, Gardner D, Ramey SL. Persistent effects of early childhood education on high-risk children and their mothers.  Applied Developmental Sciences 2000;4(1):2-14.
  14. Campbell FA, Pungello EP, Miller-Johnson S, Burchinal M, Ramey CT. The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment. Developmental Psychology 2001;37(2):231-242.
  15. Campbell FA, Ramey CT, Pungello EP, Miller-Johnson S, Sparling  JJ. Early childhood education: Young adult outcomes from the Abecedarian Project.  Applied Developmental Science 2002;6(1):42-57.
  16. Phillips D, McCartney K, Scarr S. Child care quality and children’s social development.  Developmental Psychology 1987;23(4):537-543.
  17. Kontos SJ. Child care quality, family background, and children’s development. Early Childhood Research Quarterly 1991;6(2):249-262.
  18. Schliecker E, White DR, Jacobs E. The role of day care quality in the prediction of children’s vocabulary.  Canadian Journal of Behavioural Science 1991;23(1):12-24.
  19. Bryant DM, Burchinal M, Lau LB, Sparling JJ. Family and classroom correlates of Head Start children’s developmental outcomes.  Early Childhood Research Quarterly 1994;9(3-4):289-304.
  20. Peisner-Feinberg ES, Burchinal MR.  Relations between preschool children’s child care experiences and concurrent development:  The Cost, Quality, and Outcomes Study.  Merrill-Palmer Quarterly 1997;43(3):451-477.
  21. National Institute of Child Health and Human Development Early Child Care Research Network.  Early child care and self-control, compliance, and problem behavior at 24 and 36 months.  Child Development 1998;69(4):1145-1170.
  22. Burchinal MR, Roberts JE, Riggins R, Zeisel SA, Neebe E, Bryant D. Relating quality of center-based child care to early cognitive and language development longitudinally.  Child Development 2000;71(2):338-357.
  23. National Institute of Child Health and Human Development Early Child Care Research Network. The relation of child care to cognitive and language development. Child Development 2000;71(4):960-980.
  24. Clarke-Stewart KA, Lowe-Vandell D, Burchinal M, O’Brien M, McCartney K.  Do regulable features of child-care homes affect children’s development?  Early Childhood Research Quarterly 2002;17(1):52-86.
  25. National Institute of Child Health and Human Development Early Child Care Research Network. Early child care and children’s development prior to school entry:  Results from the NICHD Study of Early Child Care.  American Educational Research Journal 2002;39(1):133-164.
  26. National Institute of Child Health and Human Development Early Child Care Research Network. Does quality of child care affect child outcomes at age 4 1/2?  Developmental Psychology 2003;39(3):451-469.
  27. Broberg AG, Wessels H, Lamb ME, Hwang CP. Effects of day care on the development of cognitive abilities in 8-year-olds:  A longitudinal study.  Developmental Psychology 1997;33(1):62-69.
  28. Peisner-Feinberg ES, Burchinal MR, Clifford RM, Culkin ML, Howes C, Kagan SL, Yazejian N.  The relation of preschool child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development 2001;72(5):1534-1553.
  29. Jacobs EV, White DR.  The relationship of child-care quality and play to social behavior in the kindergarten.  In: Goelman H,  Jacobs E, eds. Children’s play in child care settings.  Albany, NY:  State University of New York Press; 1994:85-101.
  30. Clarke-Stewart KA, Gruber CP. Day care forms and features.  In: Ainslie RC, ed. The child and the day care setting.  New York, NY:  Praeger; 1984:35-62.
  31. Goelman H, Pence AR.  Effects of child care, family and individual characteristics on children’s language development: The Victoria day care research project.  In: Phillips DA, ed. Quality in child care: What does the research tell us?  Washington, DC:  National Association for the Education of Young Children; 1987.
  32. Kontos S, Fiene R.  Child care quality, compliance with regulations, and children’s development:  The Pennsylvania Study.  In: Phillips DA, ed. Quality in child care:  What does the research tell us? Washington, DC:  National Association for the Education of Young Children; 1987.
  33. Chin-Quee DS, Scarr S. Lack of early child care effects on school-age children’s social competence and academic achievement.  Early Development and Parenting  1994;3(2):103-112.
  34. Deater-Deckard K, Pinkerton R, Scarr S.  Child care quality and children’s behavioral adjustment:  A four-year longitudinal study.  Journal of Child Psychology and Psychiatry and Allied Disciplines1996;37(8):937-948.
  35. Burchinal MR, Peisner-Feinberg ES, Bryant DM, Clifford RM. Children’s social and cognitive development and child-care quality:  Testing for differential associations related to poverty, gender, or ethnicity.  Applied Developmental Science 2000;4(3):149-165.
  36. Hagekull B, Bohlin G. Day care quality, family and child characteristics and socioemotional development.  Early Childhood Research Quarterly 1995;10(4):505-526.
  37. National Institute of Child Health and Human Development Early Child Care Research Network. The interaction of child care and family risk in relation to child development at 24 and 36 months.  Applied Developmental Science 2002;6(3):144-156.
  38. Phillipsen LC, Burchinal MR, Howes C, Cryer D. The prediction of process quality from structural features of child care.  Early Childhood Research Quarterly 1997;12(3):281-303.

How to cite this article:

Peisner-Feinberg ES. Child Care and Its Impact on Young Children’s Development. In: Tremblay RE, Boivin M, Peters RDeV, eds. Bennett J, topic ed. Encyclopedia on Early Childhood Development [online]. https://www.child-encyclopedia.com/child-care-early-childhood-education-and-care/according-experts/child-care-and-its-impact-young-1. Updated: February 2007. Accessed November 15, 2022.

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Requirements for Different Types of Child Care Providers in Iowa








State Regulated








Maximum Capacity
6* 


8* 


12* 


16* 


8* 


* Varies by licensing 




Inspection visit prior to registration/licensing
 









Annual monitoring – facility & records inspection








Minimum age of caregiver
18 years 


18 years 


20 years 


21 years 


21 years 


Director – 21 years 




Iowa child abuse registry check








Iowa criminal records check








National (FBI) fingerprint-based record check








Experience required
 


 


2 years or 1 year with a child related degree 


5 years or 4 years with a child related degree 


5 years or 4 years with a child related degree 


A combination of experience & education 




Minimum Education required
 


 


High school diploma or GED 


High school diploma or GED 


High school diploma or GED 


Director/On-site supervisor – High school diploma or GED 




Minimum pre-service & orientation trainings








Professional development training (each 2 year period)
6 hours 


24 hours 


24 hours 


24 hours 


24 hours 


 




CPR and First Aid certification








Mandatory reporter training








Emergency preparedness & response planning








Non-smoking environment








Fire extinguisher & smoke detectors








Two (2) direct exits
 


 








Space requirements
 


 








Quiet area for sick children
 


 








Reference Letters
 


Three (3) reference letters from non-relatives 


 


 


 


 

A home provider’s own preschool age children and younger ARE included in their legal capacity. Their school-age children are not unless they are being home-schooled.
Child Development Home A: Limit of 6 preschool children with a maximum of 4 aged 24 months or younger. Of these no more than 3 can be 12 months of age or younger. They can also care for 2 school-aged children for a total maximum of 8 children in care at any one time.
Child Development Home B: Limit of 8 preschool children with a maximum of 4 children aged 24 months or younger. Of these no more than 3 can be 12 months of age or younger. They can also care for 4 school-aged children for a total maximum of 12 children in care at any one time.  When there are more than 8 children present for more than 2 hours, an assistant 14 years or older needs to be present.
Child Development Home C (2 providers): Limit of 14 preschool children with a maximum of 6 aged 24 months or younger. 2 additional school-age children can also be in care for a total maximum of 16 children in care at any one time. Whenever there are more than 8 children present , the business co-provider needs to be present.
Child Development Home C (1 provider): Limit of 8 children with a maximum of 4 aged 24 months or younger. 
Center and preschool staff to children ratios: babies up to 23 months 1:4; 2 year olds 1:6; 3 year olds 1:8; 4 year olds 1:12; 5 year olds and older 1:15.
Record checks are required for household members age 14 and older .
Child abuse registry checks are required for household members age 14 and older .

If you have concerns about any child caregiver, contact your county Department of Human Services.

How to take care of your skin in summer? – 4fresh blog

When we talk about summer skin care, we usually mean avoiding acid peels and sun protection. To be precise, there are many more nuances. In this article, we will tell you how to choose summer care products and whether something needs to be changed.

The article was prepared for us by Julia Simply4joy , the author of a blog about natural cosmetics and healthy lifestyles, an expert on formulations and active ingredients.

When should I switch to summer care?

If your face isn’t showing signs of distress, there’s generally no need to do anything, experts say.

But if the skin has changed and become more oily, you have noticed an increase in sensitivity or inflammation has appeared – at least three reasons are already enough to reconsider your cosmetic bag.

Humidity and polluted air in big cities, active sun – all this affects the increased secretion of sebum, the following six steps will help you return to radiant and healthy skin and enjoy summer without consequences.

1. Change skin cleansing

In summer, the skin becomes more oily, the usual creamy milk no longer copes with cleansing, especially in the evening, when a layer of daytime soot and dirt forms on the face. If you don’t believe me, look at the window sill from the side of the street, very clearly. Aggressive cleansing with soaps and gels is not an option, they squeak clean and cause the skin to produce even more sebum.

Choose foam based on soft vegetable surfactants with a foaming nose, it removes excess sebum and deeply cleanses pores without damaging its own protective barrier.

Our choice: Ausganica, Sativa, Natura Siberica foams, which deeply cleanse the pores and do not disturb the hydrolipid mantle of the skin.

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More foam

2. Keep heavy creams away

Leave thick and rich textures of moisturizers for cold days when the skin really needs heavy artillery. In the warm season, light moisturizing emulsions that do not interfere with skin breathing are the best choice.

For normal and oily types, gels with a large amount of polysaccharides and hyaluronic acid are suitable. And if the humidity is high, you will be fine with one light serum with antioxidants.

Our choice: Speick Intense Light Face Cream with Bio Aloe Moisturizing Juice and Coenzyme Q10, Weleda Refreshing Care Cream, Mi&Ko Coffee Day Cream.

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3. Add Vitamin C

Vitamin C helps fight ultraviolet radiation, which is not blocked even by the best sunscreen at 100%. A small portion of the rays still penetrate the skin and cause a lot of damage.

Our pick: Levrana & 100% Pure Vitamin C Facial Serums.

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Start every morning with a serum enriched with antioxidants and vitamin C. It will revive a dull complexion and effectively protect against UV and the environment.

4. Protect yourself from polluted air

There are more and more cosmetic products offering protection from the polluted air of big cities. This is indeed a problem, especially in the summer. The smallest particles of dirt, dust and exhaust gases are so small that they can penetrate the skin, causing inflammation and increased sensitivity.

Natural cosmetics are able to protect the skin from pollution by creating a barrier between the face and harmful toxins.

Antioxidants are still effective, especially vitamin C, coenzyme Q10 and green tea. Some brands already produce special protection products, for example, Lavera has a serum with Anti-Pollution Complex.

Our selection: Lavera Hydro Effect Hydrating Serum, Mi&Ko Green Tea Hydrolate, Ecocraft Mandarin Pink Pepper Serum.

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5.

Find your sunscreen

The American Dermatological Association keeps saying that the best sunscreen is the one we use every day. They also give great advice to try several options and choose a product that your skin really likes. Now it is much easier to do this, sunscreens have appeared in various textures, from light milk to gel and even dry oil.

The new formulas visibly reduce shine and leave no obvious white mark (a disadvantage of most formulas with mineral filters), while chemical filters are suitable for those with sensitive skin. Choose an SPF of 25-30 every day and reapply every 2 hours to keep the protection factor.

Our choice: SPF25 Dado Sens sun gel (suitable for oily and problem skin), Annemarie Boerlind face cream (with anti-age effect), Acorelle sun dry oil.

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6. Think about pigmentation

If the skin is prone to pigmentation, we advise you to turn to brightening agents.

Choose light fluids during the day, more concentrated formulas with a complex of active ingredients in the evening. And give up aggressive products and procedures – irritating formulas combined with the sun most often lead to pigmentation. After all, moisturizing and protecting the skin is the best recipe for the summer season.

Our choice: AnneMarie Borlind Anti-Pigment & Shine Fluid.

It contains an innovative detoxophane ingredient derived from watercress. It brightens existing pigment spots and prevents new ones from appearing. The second powerful component, ataxanthin, derived from freshwater algae, neutralizes free radicals and prevents skin damage from UV rays. The fluid strengthens the lipid barrier, helps the skin retain moisture and reduces wrinkles.

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Summer care cheat sheet

Proper skin care in summer will help you avoid excessive oiliness, inflammation and hypersensitivity, as well as protect against premature aging.

Author: Julia Simpy4joy

If you liked this article, don’t miss:

  • The cry of the soul or how to understand what type of skin you have
  • Winter skin care tips
  • What SPF should your sunscreen have?

Summer cream for combination skin: a review of the 8 best products

Features of care for combination skin in the summer

Owners of combination skin are usually recommended to use two creams at once: mattifying on oily areas and nourishing on dry ones. The good news is that in the summer you can get by with one day cream. The main thing is to make the right choice and separately take care of sun protection.

In the heat, the sebaceous glands work more actively, the pores become wider, the wings of the nose and forehead begin to shine faster. Add to this particles of dust, smog and sweat – here and acne is not far away. The main mistake that owners of mixed skin make in the summer is the use of products for oily problem skin.

“A person with combination skin, having suffered from oily shine, chooses a product with a powerful matting effect and is marked “reduces the amount of sebum”, hoping for a long-awaited matte skin. But such care is most often intended for oily skin, and other types of skin can dry out, because, as stated, it reduces the amount of sebum.

It happens that the heat provokes rashes like prickly heat, they are mistaken for acne and they buy a product for problem skin, and in addition also an alcohol lotion. Ingredients with an antiseptic effect disrupt the hydro-lipid layer already disturbed by heat, causing dryness and flaking.

Return to the top

What should be the cream for summer care

Properties

The minimum program that a summer cream for combination skin must perform is as follows.

  1. 1

    Moisturize. This rule works for everyone and always, especially in the heat.

  2. 2

    Does not clog pores or cause shine.

  3. 3

    Have a light texture.

  4. 4

    Regulate sebum production.

Light texture is the first essential for combi skin in summer © Getty Images

Formula

  • Water retainers: glycerin, hyaluronic acid, aloe.

  • Botanical extracts to control shine.

  • Soothing and softening ingredients skin.

  • Vitamins and antioxidants to protect against external aggression.

Return to index.

Types of products and selection rules

The main distinguishing feature of moisturizers for the summer season is their lightweight texture. These are the following varieties:

  • gel and jelly are the easiest care products;

  • cream-gel has a very pleasant texture;

  • Sorbet resembles whipped cream and has a comfortable texture.

Be careful with mattifying products from the lines for oily skin – they are not addressed to you and can dry out the epidermis. Please note that light gels and sorbets do not contain UV filters, so sun protection needed in summer should be taken care of separately.

Return to index

Rating funds

Ultra Facial Oil-Free Gel Cream, Kiehl’s moisturizes the skin intensively and reduces shine. Among the active ingredients is antarcticin, which fights dehydration.

Daily Moisture, SkinCeuticals is a lightweight moisturizer with a mattifying effect that moisturizes and cares for the skin with burnet, ginger, cinnamon and algae extracts. Features a light texture that keeps you feeling hydrated throughout the day and tightens pores.

Hydraphase Intense Légère, La Roche-Posay intensive moisturizer actively moisturizes the skin, helps cells retain moisture. Features a light, refreshing gel texture and formula based on low molecular weight hyaluronic acid.

Moisturizing Expert Facial Cream-Gel for normal to combination skin, L’Oréal Paris replenishes and retains moisture, vitamins CG, E, B5 and minerals (magnesium, calcium) maintain skin tone.

Corrective primer Visionnaire 1 Minute Blur, Lancôme evens out skin texture, improves elasticity. In summer, you can easily use it on its own instead of a cream and as a base for make-up. Just remember to apply SPF on top.

Aquasource Normal to Combination Skin Gel, Biotherm is a lightweight member of the Aquasource moisturizing line for 48-hour hydration for combination skin. Contains mannose and thermal plankton extract.

Moisture Genius Aquafluid for normal to combination skin, L’Oréal Paris contains purified water, aloe juice and hyaluronic acid, works for 72 hours, saturating 5 layers of the epidermis with moisture. The product with an ultra-light texture is absorbed instantly, without a hint of oily film and heaviness.