The phenomenological, the ethnography and the biographical method are used under the comprehensive paradigm to give methodological support to the qualitative analysis of the right to play, access to education and the conditions of child care of indigenous migrant children and adolescents (NNAs) in the bordering between the state of Chihuahua and the state of Sonora, Northern Mexico. Thus, the results of the personal interview, the chronicles of work experiences and the participant observation of the interactions between the children as a methodological source are triangulated to provide knowledge about the irruption caused by child labor exploitation, lack of early stimulation or exclusion of the educational processes on the tasks of the development and integral formation of the children. Greater emphasis is placed on the absence of a comprehensive immigration policy from the justice paradigm and not only from the discourse of human rights. The need for an indigenous migration law is agreed to ensure that migrant indigenous families renounce nomadism, avoid victimization under the stereotype of a vulnerable group and guarantee protection, dissemination of indigenous cultural traditions and social inclusion so that Children can have a life free of violence and full citizen participation (informed, aware, actions initiated by them and with decisions taken with the support of the authorities). It is important to recognize the importance of public policies for indigenous migrant children being directed to psycho-behavioral attention, emotional development, re-territorialization, human rights and, specifically, the right to recreation and play