This study investigates how early childhood teachers in China respond to children's causal questions and explores the relationship between their belief profiles and response patterns. Grounded in Martin Buber's dialogic philosophy and complemented by constructivist theories, latent profile analysis revealed three distinct belief profiles: leaders, followers, and polyphonists. Multilevel logistic regression showed that leaders were more inclined to provide explanations, followers tended to encourage exploration and information seeking, and polyphonists used a balanced combination of response types. These findings highlight the complex interplay between beliefs and practices in early childhood education, reflecting the cross-cultural exchange, collision, and integration of global educational ideas. The study underscores the importance of fostering critical and creative thinking in teacher education to help navigate the complexities of education.