In the European context, Early Childhood Education and Care (ECEC) is seen as the foundation for later success in life in terms of educational performance, well-being, and social integration. The Nordic model is known for recognizing the inherent value of childhood and organizing ECEC services around children's play, cooperation, and participation. However, non-Nordic children's access to these services and their participation in them remain concerns. This paper reports on a study with ten Polish children, who share with the researcher their experiences in Norwegian ECECs and their transition to Norway. The results underscore "belonging" and "participation" in the main ECEC activities as aspects of great importance. Participation in a play-based ECEC, however, depends on children's capital, which is devalued during migration. The findings presented in this paper address various pedagogical approaches for including newcomer children in ECECs.