This study explores and compares communicative behaviors of deaf children of deaf parents (DCDP) and hearing parents (DCHP) in child-child dyadic peer interactions in free-play contexts. Statistically significant differences between the DCDP and DCHP groups were found concerning some fundamental additional communicative behavior categories and pragmatically non-manual behaviors. It is suggested that deaf children's education should take into account the positive contribution of sign language to their psychological development.