This study explored how Japanese Deaf and hard of hearing (DHH) childrenDeaf and hard of hearing (DHH) children interact with peers of the same and different agesPeers of the same and different ages in terms of describing spatial locations. Participants included 7-, 10-, and 13-year-olds drawn from a private educational institution for Deaf students emphasizing bilingualBilingual education (Japanese Sign LanguageJapanese Sign Language and written Japanese). They performed a referential communication taskReferential communication task where an instructor describes the correct pictures and their locations on a board to a matcher, with the roles swapping across trials. We analysed the types of signs used, categorizing them into lexicalized signs, pointingPointing, and classifiersClassifier. The results showed differences in the number of signs produced across age groups and peer interactions, with younger children requiring more signs than older ones, especially when communicating with peers of the same age. Next, we examined the proportion of cards that were correctly chosen and placed in the correct locations. The results indicated that with age, the accuracy of card placement increased. Although 7-year-olds made mirror responsesMirror response compared to older age groups, their performance improved when interacting with older children. These findings suggest that the ability to explain spatial locations, particularly those involving left–right orientation, develops throughout school ageSchool age. They also highlight the impact of the children’s age and the interlocutor’s age on sign languageSign language use and comprehension in referential tasks, offering insights into the developmental aspects of sign language communication.